Notes from CCCC's Workshop on Blogging (March 2006) and my own experiences
1. Blogs can suppllement classroom writing spaces. They can function aas textual artifacts for class study.
2. Blogs have an archival function that works in reverse chronology. As such, it can be a record of your thinking, or your progress, in time. Blogs have heelpful headers/titles...
3. Assignment idea: have students read a number of blogs & describe them: visually, rhetorically, critically. What do they say, and how do they say it? Encourage a range of themes, ideas, formats.... I.e., research blogs. This could result in a "paper"/report/presentation that is projected digitally that has links, or is, itself, a blog, w/ links, etc.
4. Blogs are for reading as well as for writing. Best way to begin w/ blogs? Start by reading blogs...exploring...then creating... Ask them what they know, if they blog, how and with whom, and for what reason. Could ask students to be the experts: tell us the WWWWWH of blogs & blogging....They can project samples...
5. Blogs range from the highly personal to the professional.
6. EN303: have students construct a blog w/ a professional voice and presence: show their work. Connect to galleries, websites, art/design communities, professional discussions, organizations, etc. Blogs are well-formed for creating informal annotated bibliographies.
7. Blogs are a style, not a genre.
8. Duh! Blogs are rudimentary word processors. But they offer dramatic formatting and "publication" and broadcast possibilities.
9. Blogs on Blogger are free.
10. Assign blogs and assign common themes or topics. Encourage responding to other blogs. Could require a minimum number of words/week.
11. 100/201: Assign students to write 3 text/source summaries per week. Then, later, put into annotated bib form...
12. Blogs demonstrate that writing is PUBLIC.
13. BLOGOSPHERE SEARCH: www.BlogPulse.com
14. Like Moodles, a blog could be a home page for a class.
15. (Electronic Frontier Forum) EFF.com has handouts on blogging and privacy, rights, & audience.
16. Assignment: Skim thru a number of blogs and find out why a variety of writers blog. Choose a varieety of blogs... Then begin a researched analysis: "Blogging _______________" based on your research. What informs your conclusions, based on the rdg abnd wtg practices you observed... Then write a short paper in which you argue for a specific understanding for the practice of blogging. A variation on this? How do writers create a sense of ethos?
17. Teaching ideass...
...create a single class blog...
...individual student blogs...
...small group blogs, based on specific topics...
...project management blogs...
...reading blogs...
...reearch blogs where studnets recount their research processes/results...
18. What do I want students to get out of blogging?
19. How will I hold students acountable?
20. How will I assess the quality of the posts?
21. How will I assess comments?
22. Who is your audience? How do you construct a voice, a personae, a purpose, an ethos?
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