Comments for Delirium Waltz http://deliriumwaltz.org Wed, 19 May 2010 21:52:27 +0000 hourly 1 http://wordpress.com/ Comment on > > On the Eve of my M.A. Defense: Reflections on Building Bridges by Rachael Sullivan http://deliriumwaltz.org/2010/04/13/reflections-on-building-bridges/#comment-92 Rachael Sullivan Wed, 19 May 2010 21:52:27 +0000 http://deliriumwaltz.org/?p=260#comment-92 thanks! thanks!

]]> Comment on > > On the Eve of my M.A. Defense: Reflections on Building Bridges by thesis help http://deliriumwaltz.org/2010/04/13/reflections-on-building-bridges/#comment-62 thesis help Mon, 19 Apr 2010 07:08:55 +0000 http://deliriumwaltz.org/?p=260#comment-62 this kind of blog always useful for blog readers, it helps people during research. your post is one of the same for blog readers. this kind of blog always useful for blog readers, it helps people during research. your post is one of the same for blog readers.

]]> Comment on > > Notes on Teaching Blogging by Wordcamp 2009: See Ya There? « DURABLE PURPOSE http://deliriumwaltz.org/2009/08/13/65/#comment-37 Wordcamp 2009: See Ya There? « DURABLE PURPOSE Wed, 10 Feb 2010 01:53:47 +0000 http://deliriumwaltz.org/?p=65#comment-37 [...] enliven and re-engage their teaching. (Read some selections from this on-going conversation here, here, here, and here.) Seeing the pedagogical potential of blogs in action sealed the deal: I was more [...] [...] enliven and re-engage their teaching. (Read some selections from this on-going conversation here, here, here, and here.) Seeing the pedagogical potential of blogs in action sealed the deal: I was more [...]

]]> Comment on > > rock out with your chalk out by Jacob http://deliriumwaltz.org/2010/01/17/schoolhouse-rock/#comment-35 Jacob Mon, 25 Jan 2010 23:54:30 +0000 http://deliriumwaltz.org/?p=178#comment-35 "The Teacher" by Ralph Myerz “The Teacher” by Ralph Myerz

]]> Comment on > > Notes on Teaching Blogging by Dave Mazella http://deliriumwaltz.org/2009/08/13/65/#comment-7 Dave Mazella Mon, 17 Aug 2009 20:18:25 +0000 http://deliriumwaltz.org/?p=65#comment-7 Thanks, Rachael. My experience has been that correcting or copyediting others' posts is not just too time-consuming, but it also turns the blogging into mini-response essays, which is fine, but not quite what I'm after with a blogging requirement. The grading rubric for a blogging portfolio is how I'm currently doing it, but I think a blogging meta-post is a good idea to get them more self-conscious about the writing. I do a version of this in the midterm (about their posts so far) and in a self-assessment essay they hand in with their portfolios, but I think that including a question about errors etc. but would be useful early on to alert them to the importance of editing. Wordpress, at any rate, complicates things because I'm not sure whether students whose access is listed as "authors" or below are allowed to edit their own comments. But I have had the experience myself of visiting a blog, and realizing after my post was done that I'd left a message with typos. DM Thanks, Rachael. My experience has been that correcting or copyediting others’ posts is not just too time-consuming, but it also turns the blogging into mini-response essays, which is fine, but not quite what I’m after with a blogging requirement.

The grading rubric for a blogging portfolio is how I’m currently doing it, but I think a blogging meta-post is a good idea to get them more self-conscious about the writing. I do a version of this in the midterm (about their posts so far) and in a self-assessment essay they hand in with their portfolios, but I think that including a question about errors etc. but would be useful early on to alert them to the importance of editing.

Wordpress, at any rate, complicates things because I’m not sure whether students whose access is listed as “authors” or below are allowed to edit their own comments. But I have had the experience myself of visiting a blog, and realizing after my post was done that I’d left a message with typos.

DM

]]> Comment on > > Notes on Teaching Blogging by Rachael Sullivan http://deliriumwaltz.org/2009/08/13/65/#comment-6 Rachael Sullivan Mon, 17 Aug 2009 16:55:36 +0000 http://deliriumwaltz.org/?p=65#comment-6 That's a really good and tough question. The easy answer is to grade the posts! Stress proof-reading and editing as a key component of public blogging, and raise your standards as the semester progresses. You can have a day devoted to a grammar review so that all students understand the basic rules (I choose just twenty common errors and focus on those). I am not sure if you are grading each post individually or grading all the posts as a whole project. If you grade each post individually (as I have in the past), you can use a grading rubric for each post. I have lowered grades for sloppy editing, however going on duty as the grammar police changes the dynamic of the student's blog. It can limit play and experimental thinking. Here is <a href="http://deliriumwaltz.org/?attachment_id=82" rel="nofollow">the Blackboard grading rubric I have used in past years</a>. This semester, I'll be grading the aggregation of blog posts as a whole project. My standards for grammar will have to change slightly, since without the incentive of individual grades, I can't expect students to be as attentive to editing and proof-reading. I will maintain some standards, but I'll have to take a more holistic approach. To encourage more careful editing over the course of the blog project, I'll ask students to review three or four different types of blogs early in the semester. I'll point them to personal and professional blogs, asking students to approach the blogs as writers and look for techniques to borrow and mistakes to avoid. Then we'll have a class discussion about the writing that happens on blogs. If students notice sloppy writing or typos, we could talk about how that might (or might not) affect the reading experience, depending on the blog's target audience. You might find this exercise makes students more aware of how they present themselves in a public forum. A simple its/it's error can really change the perception of a blogger's credibility in some cases. I also like Mark Sample's idea for <a href="http://www.samplereality.com/2009/08/14/pedagogy-and-the-class-blog/" rel="nofollow">a blog post about blogging</a>. Given an assignment like this, students could step back and see how those cursory typos and grammatical goofs disrupt the message they are trying to communicate. Hope that helps! That’s a really good and tough question. The easy answer is to grade the posts! Stress proof-reading and editing as a key component of public blogging, and raise your standards as the semester progresses. You can have a day devoted to a grammar review so that all students understand the basic rules (I choose just twenty common errors and focus on those). I am not sure if you are grading each post individually or grading all the posts as a whole project. If you grade each post individually (as I have in the past), you can use a grading rubric for each post. I have lowered grades for sloppy editing, however going on duty as the grammar police changes the dynamic of the student’s blog. It can limit play and experimental thinking. Here is the Blackboard grading rubric I have used in past years.

This semester, I’ll be grading the aggregation of blog posts as a whole project. My standards for grammar will have to change slightly, since without the incentive of individual grades, I can’t expect students to be as attentive to editing and proof-reading. I will maintain some standards, but I’ll have to take a more holistic approach. To encourage more careful editing over the course of the blog project, I’ll ask students to review three or four different types of blogs early in the semester. I’ll point them to personal and professional blogs, asking students to approach the blogs as writers and look for techniques to borrow and mistakes to avoid. Then we’ll have a class discussion about the writing that happens on blogs. If students notice sloppy writing or typos, we could talk about how that might (or might not) affect the reading experience, depending on the blog’s target audience. You might find this exercise makes students more aware of how they present themselves in a public forum. A simple its/it’s error can really change the perception of a blogger’s credibility in some cases. I also like Mark Sample’s idea for a blog post about blogging. Given an assignment like this, students could step back and see how those cursory typos and grammatical goofs disrupt the message they are trying to communicate.

Hope that helps!

]]> Comment on > > Notes on Teaching Blogging by Dave Mazella http://deliriumwaltz.org/2009/08/13/65/#comment-5 Dave Mazella Sun, 16 Aug 2009 14:11:30 +0000 http://deliriumwaltz.org/?p=65#comment-5 Nice post. My students sometimes have problems wtih grammar in their posts, and certainly wouldn't know how to correct their comments in Wordpress. Any ideas about how to ensure that they communicate with some degree of self-consciousness? DM Nice post. My students sometimes have problems wtih grammar in their posts, and certainly wouldn’t know how to correct their comments in WordPress. Any ideas about how to ensure that they communicate with some degree of self-consciousness?

DM

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