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Team Up: Teaching Composition in the 21st Century March 4-5; Phoenix, AZ by Mind Map: Team Up: Teaching Composition in the 21st Century
March 4-5; Phoenix, AZ
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Team Up: Teaching Composition in the 21st Century March 4-5; Phoenix, AZ

Opening Session

The prompt was to think of one word that sums up the "problems" with teaching composition. We discussed ideas about how to use this method, primarly first day of class stuff:    


They were surprised that everyone wasn't sitting at the Assessment table. Discussed the difficulty of balancing academic freedom with consisty that is required to impliment programatic assessment.


Clarity of thought and construction of that thought in discourse.  


With the shift to a consumer culture students are customers that expect a certain outcome once they've paid tuition. They expect high results (A or B) with minimal requirements. A sense of entitlement. Also, we are just a field that has accessive amounts of grading and that is problematic.


THE REBEL TABLE Terms folks had included: perception, apathy, engagement, motivation Discussed the problem with the negative images the culture at large has of "writing", including the images held be administrators and colleagues. Shelley made a quick gallery "images of writing" from CC images in Flickr.

Critical Thinking

"Critical Thinking" is a contested term because for students "critical" equates to "criticize" and for faculty equates to "challenge." They also discussed the "culture of opinion" where "it's my opinion therefore 'ok'" They wanted to streamline to just "thinking."



The table wasn't very active. :-(


We talked about students needing to better focus their research questions and using required conferences (using Google Voice) to help them focus. We also talked about research problems being about students not willing to engage multiple perspectives and/or move beyond the one "golden" resource they find.

Google Voice

Word Cloud Image

This word cloud image was made using Wordle, screen captured using Jing, pushed to Flickr to use Picnik as a quick photo editor/cropper. The image resides at Flickr.





Using Asynchronous Tools in Your Writing Class[room] Scott Warnock, Drexel University

I asked Scott to post his detailed to presentation to SlideShare...he did!

Using Google Documents in the Classroom Tammy Townsend, Jones County Junior College



Web Publishing

Web Storage

Easy Interaction w/other Programs



Limited, "it's a mule"


Some of these are from Tammy, others added by Shelley

Google Docs in Plain English Video

Google For Educators, Google Docs for Educators

Google at MCCCD

Tammy's Tips: You Need to Know

When you invite, be sure to distinguish between "edit" and "view" modes

When editing, if you notice it is getting slow, it freezes up when writing at same time...pause and take a breath (up to 10 people at once)

You can't mess it up!!!

Make sure your students have a way of putting class they are in (document naming strategy)

Enhanced InSite Panel Daniel Ferguson, Amarillo College Audrey Wick, Blinn College Sherry Rankins-Robertson, Cengage Learning


GradeMark, Rubrics, easy to mark and make own repeated comments, keep track of all documents, connected w/TurnItIn, identify patterns of error

Peer Mark


eBook, highlight, comment



Easier/Time Saving

Paperless/Green class

better peer reviews

everything housed in one area, Learning Management System (LMS), Portfolio, Exercises

Pop Culture 2.0: Teaching Writing in the 21st Century John Alberti, Northern Kentucky University

Started with Cultural Markers Quizzes

Pew's Millennial Quiz

Pop Culture in the Digital Age

Web-based, Accessible, Non-hierarchical

Digital, Words, pictures, and sound are all information

Radically Interactive


He is giving a lesson on all the functionality of wikipedia to demonstrate it is not only fluff.

Hopes, links to resources/bibliography mining

Fears, incorrect info, make everyone an expert

A New Old Environment for Writing Instruction

A radically process world

Knowledge is fluid

Authority is contextual

From edit, then publish, to publish, then edit.

Return to Writing, Writing Means:

Lessons for the Writing Class, focus on what endures: the rhetorical context, importance of context & purpose, Game theory

Writing Means, social status, fun, self expression


Pew 2007 Teen & Media Report, 39% share their artistic creations online, 33% works on webpages or blogs for others, 28% have their own blogs, 26% remix content

The Democratization of Online Social Networks (Pew, 2009), 79% of adults use the internet, 46% adults use social networking, 65% of teens use social networking

Can You Digg It? Composing Research in the 21st Century Shelley Rodrigo, Mesa Community College

Creative Non-Fiction: A Guide to Form, Content and Style with Readings. Eileen Pollack (Michigan)

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Three aspects of Creative Non-Fiction

1. Creative Use of Language, -doesn't have to be wildly poetic -we're not using manufactured, pre-fab language -develop voice, speak like a human -don't overuse jargon

2. Based around an authentic question writer has about the material

3. Relies on Creative Use of form/structure, -structure is liberating in some ways because there's not chaos -limits is it doesn't let you explore certain topics -if it's just handed out, then forget it -we want forms that are organic & have a life of their own -correspond to the world we experience -Narratives are easy to structure, but some people don't understand how they are relevant to their writing learning. -Even with personal experience, what is it about this writing that makes it important? -There has to be something about that story that you don't get. -Themes will emerge from that question; try to answer that question through the writing of the narrative

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