Blogs2, Writing on a Continuum, Computers & Writing 2009

Elizabeth Davis, She is presenting her blog. Very interesting.

Always in Progress

Put this in the blog. Written posts. Commented on my posts.

Doing it bloggy style

What am I trying to teach? What am I blogging?

questions on the post

She scratched out how blogging is helpful for academic work.
Note: I wonder if I can get into the T&P stuff for our work?


Week 7:

No postprint writing class would be complete without a comprehensive overview of blog writing. Students will work to make their blogging more vivid using the fundamentals of the craft, such as imagery, foreshadowing, symbolism, and viral paparazzi photos of celebrity nip slips. Students will practice posting viral YouTube videos with eye-catching headlines like “Check this out,” “BOSMKL,” and “Doesn’t this CRAZY cat look like she’s giving that ferret a high-five?” Students will learn time-saving tricks, like how to construct an 800-word blog entry in 30 seconds using a simple news article and copy-and-paste. And, as an exercise in the first-person narrative form, students will blog intimate details about their lives, their studies, and their sexual histories (with pictures), with the intent of being linked to by gossip sites and/or discovered by future employers.

There’s no peer review, no authority.

We think of them as places to gossip. There’s no academic value in blogging?

Comments to herself. If you are using blogs, what is the usefulness of this?

“knowledge construction is discursive, relational and conversational in nature. Therefore, as students appropriate and transform knowledge, they must have authentic opportunities for publication of knowledge” (Ferdig and Trammel)

I also believed, as all good process compositionists do, that writing improves with practice. So why not give them LOTS of practice with these kinds of low-stakes assignments?

They are taking your class and they may love it. Are we turning them off to blogging when we bring it into the classroom and make it a responsibility?

Forced blogging
Forced Blogging equals Zero Comments

I locked the blog at first. I wasn’t sure how public it would be. It became a private space.

I hoped for this virtual bizarre, buzzing with free exchange…

It didn’t become that.

The writing was low stakes. Less polished.

Reading responses, journals, are at this point generic. They are a solidified genre… This is not freeing them from institutional structures.

“good” blogging

Read all these articles on how to blog. I can’t find her blogging guidelines. I am sure they are somewhere.

Blog as conversational space. Work on point that blog is “genre.”
Can you privilege product over process? Posts became more standardized. Usually only commented on each other’s posts when required.
Note: I think offering extra credit for this is good.

Seriously, though, genres are part of the mechanism for stabilizing and perpetuating institutional power. Chris Thaiss and Terry Meyers Zawacki argue (following Miller) that learning genre actually means not just learning about the means to an end, but what the end even is (16-17).

Media constantly evolve, but I’d like to see blogs stick around because I actually do think they have potential and value for seriously scholarly work, but only if we start to think more about that work as process and practice rather than product.

from Sustainable Practice

Think of blog as a medium. It’s a legitimate option for writing and conducting research.

Cannot find the post on theory… Certeau, Russell. Comments. No search function on the blog? Ah, pages. But no search function. Problem there.

Noah Waltrip-Fruin’s blog-based peer review.

Instead of writing good blogs, let’s write naughty blogs. (There’s a post title.)

Latest Atlantic, James Cascio, “Get Smart/er” (again, having to page through to find this)

Very interesting. Will come back to the blog later.

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