Just Thinkin’

In this section, I would like to leave comments on interesting information that I find about diverse topics in rhetoric.  As a subscriber to Techrhet online, I receive numerous emails concerning academic conversations, and replies.  Enjoy! (*Note – regarding exit exams…this originally was its own page. I became so caught up in studying that I did not maintain my posts, however I wanted to retain my writing from my initial experiences with the readings.)

-ELECTRONIC PORTFOLIOS
-ANNOTATION SOFTWARE
-DIIGO
-A QUOTE
-INTERNSHIP IN TEACHING WRITING
-LITERATURE LINK
-DIGITAL IMMIGRANT, BEFORE AND AFTER
-TEXT MESSAGING
-C&W CONFERENCE 2011
-EXIT EXAMS

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Comments
  1. myeyedentity says:

    ELECTRONIC PORTFOLIOS
    Talk of “Electronic Portfolios” was part of the buzz at the Computers and Writing conference at UC Davis this past June. Just yesterday,I spoke with Dr. Mark Bender of the Ag department at CSU Stanislaus who has done extensive research and formulation of an electronic portfolio. He generously shared that his work is not copyrighted so that it is freely available to everyone. http://www.csustan.edu/agstudies/internships.html

  2. myeyedentity says:

    ANNOTATION SOFTWARE
    Read this morning about software for teaching students to annotate papers as, a teaching tool, online. I see the benefit should they have a professor in the future who corrects their papers that way. Then they will be familiar with the process. Otherwise, I prefer hands-on, with a pencil….

  3. myeyedentity says:

    DIIGO
    Diigo. Annotating internet text. Hmmmmmm. The idea seems valid. Economical. Organized. Why do I feel inherent issues with this concept…and reality?
    I enjoy holding “text.” I enjoy holding a pen, highlighter, pencil. Is this a “control” issue? Can I flip through pages quicker by hand? Can I look at two pages of text at once?
    I will try this software and integrate it into my teaching and philosopy.
    But, there’s nothing like a glowing fire and a good book.

  4. myeyedentity says:

    “As you read a log, you have the curious sense of moving backward in time as you move forward in
    pages—the opposite of a book.” Check out this article: http://www.theatlantic.com/doc/200811/andrew-sullivan-why-i-blog

  5. myeyedentity says:

    INTERNSHIP IN TEACHING WRITING

    One of the classes I have left to take is the Internship in Teaching Writing class. Instead of doing that on campus at CSUS, I have been considering how I could do that through new media on another campus, like in Illinois? So, I am talking with an amazing professor back east to see she might be willing to help me make this happen in one of her comp classes…. More to follow….

  6. myeyedentity says:

    This evening while researching genealogy in Britain and searching for census records, I happened upon this site:
    VISIONS OF BRITAIN THROUGH TIME
    http://visionofbritain.org.uk/index.jsp
    On this page specifically, there are travel logs of Englishman even back to the 1100s. Excellent!

  7. myeyedentity says:

    DIGITAL IMMIGRANT, BEFORE AND AFTER
    After attending class Thursday past, I had some thoughts run through my head regarding being the age I am and studying with the age of students that I am with. We just completed some class presentations on media artifacts. I chose the Brownie camera. This camera holds a rich history not only for me, but in culture. Unfortunately, there was not much discussion on the topic. But, the class was all over the discussion for the cell phone as another student’s artifact. Somehow, this correlates with the fact that before I became adept at photoshop, I used to do photoshop tricks to my photos in the dark room when I printed. Most students now have no clue what fixer even smells like! Being a digital native means someone who started in the beginning of the epoch. Digital immigrant means someone who caught on after the fact. Hmmm. I am beginning to think that the digital immigrant was the “before” also….

    • Kathy says:

      “Postmen, Stewardesses, and the Semiotic Domain:
      (Un) Crossing Gendered Biases in the Computer as a Writing Space”

      To be totally honest, I prepared a proposal for the C&W Conference 2011 last November on the day before it was due just so I would stop my conscience from nagging me that I hadn’t submitted a proposal. I did not actually believe that my proposal would be accepted. When I opened the email, I read it casually looking for words of rejection. It read: “Thank you for your submission to the C&W2011 Conference. We were thrilled to receive an abundance of fascinating proposals, and we’re equally pleased to tell you that your proposal has been accepted.”
      Looks like I am going to the University of Michigan in May:)

  8. Kathy says:

    Time to dig in on the Reading List for MA RTW exit exams.
    Following are the required readings (I have yet to choose my optional set). I plan to check off as I go…thirteen books, my lucky number:

    __ On Rhetoric
    __ A Rhetoric of Motives
    __ Literacy: A Critical Sourcebook
    √ Writing Without Teacher
    __Fragments of Rationality: Postmodernity and the Subject of Composition
    __Listening to the World: Cultural Issues in Academic Writing
    √ (Re)Articulating Writing Assessment
    __A Theory of Discourse
    __Structure of Scientific Revolutions
    √ The Performance of Self in Student Writing
    __Phaedrus, Gorgias
    __Literacy as a Moral Imperative: Facing the Challenges of a Pluralistic Society
    __Computers in the Composition Classroom: A Critical Sourcebook

    /Writing Without Teachers/
    As I finished reading Elbow, I realized a favorite. The man loves theory, so do I. I have decided to take his writing without teachers group discussion theory and apply it to my 1002 class this spring. My plan is to have my students do their readings and post their reader responses to their blog sites. Then they will copy their blog postings into a word doc and print it out and bring to their group discussion. I will focus on different aspects of writing each week so that they have writing to discuss each week…and I will know that they have actually read the material. I have always liked the “two bird” thing.
    I am most impressed with the “doubting vs believing” game ideologies. I agree that not much comes from argument, except the digging in of heals to save face. I appreciate the positive approach of the “believing game” where the focus becomes finding the best truth, not discrediting beliefs. Sounds like the tutor training I received last semester….

    /(Re)Articulating Writing Assessment/
    “My purpose in writing this volume was to look at the various ways in which assessment is currently constructed and to articulate a new identity for writing assessment scholars and scholarship” (Huot 3).
    What a great book! I appreciate that Huot turns the view of assessment from merely gathering facts for student placement in institutions to assisting teachers to better teach writing. Novel idea. As Huot goes through this book, he breaks the process into key areas of “assessment” of assessment. “Instead of envisioning assessment as a way to enforce certain culturally positioned standards and refuse entrance to certain people and groups of people, we need to use our assessment to aid the learning environment for both teacher and students” (Huot 7)
    Without summarizing the book, I feel this type of book speaks well of today’s need for a new paradigm in education. The focus should fall more on process, practice rather than end result. End result in the past comes as a quick evaluation of a non-revised process. It can be devastating and so final to someone who needs assistance along the way (a writer) and does not receive such. Assessing student writing should be in the spirit of revision and improvement for understanding…not for a grade. I recognize that in our academic state of mind, currently, grades are the measurement for evaluation of student work. I agree with Huot that this works, okay, if students can be assessed along the way and allowed to improve, edit, revise their writing. Grades, a necessary evil?

    /A Rhetoric of Motives/
    Diligently reading, pondering, and annotating Burke. Love this book. Love to think. I struggled getting into this book, as it should be. I chose not to read synopsises of his work so that I could develop my own analysis. As i got plodded his theories on death, murder, and suicide, I now am getting where he was going. Will need to reread for sure. However, now that I am into his actual comments on rhetorical methodologies, I understand. I have used Longinus as theory backing a paper I wrote for Nineteenth Century British Lit on Joanna Baillie. I am fascinated with the sublime as it applies to writing. I have also studied Plato, Socrates, Isocrates, Gorgias a bit in an MA intro to rhet class. I Burke reviews tropes, I am excited that I taught tropes in my Comp 1001 class last semester. My students noted in their end of the semester evaluations that learning tropes proved to be something they thoroughly enjoyed as saw value in for future writing. Love it!

    /The Performance of Self in Student Writing/

  9. Kathy says:

    Now that I am a full-time lecturer at Eastern Washington University, I am updating my web site for my promotion review to Senior Lecturer. Promotion review comes after teaching 5 years at EWU. I want all of my packet to be perfect. And that is why I prefer virtual reality to hard copy: I can easily revise my materials.

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