2016+Dartmouth+Seminar

Instructions to students in the spring 2016 comp 2 course:
"Each of you will write a reflection about this process, detailing how you worked to create your page, how you felt about edits made by other members, and how this online space differs from the more static process of writing a traditional research paper. Feel free to compare this to any similar writing you may have done in the future to inform me of your positionality as online scholars!" (“home” Academic Study of Death, 17 March 2016 edition)

“It wasn’t particularly hard to translate the information in my final paper onto the wiki, although I will admit that my writing may sound exactly like the writing I do when writing a paper. I wasn’t entirely sure if I was supposed to be more or less formal than usual, so I kept the formality in my writing about the same” (Student A 1)
 * Student A Reflection: **

"Writing online differs from a traditional academic paper writing because it has to be short. People do not like to come read blogs and they’re lengthy. The online writing has to stand out, it has to draw the audience attention … By doing a paper in media form, you’re not thinking about the pressure of a grade. Whenever you turn in a paper, as a student you always wonder: do [sic] my professor understand what I was saying, did [I] say what I was trying to say correctly, did I organize my paper in a good way. A paper causes too much stress and pressure; while, an online content does not."(Student B 1)
 * Student B Reflection: **

"I admit, I was very vocal about my opposition to the class Wiki at first. It was something we’ve never done before, and it was something that took a little time to get used to. … It was different from academic writing because I could write the way I speak. I didn’t have to watch out for my “to be” verbs or passive voice. This makes the writing easier to understand, which is important if someone without a college education were to be looking up the topics we chose to do. If they ca [sic] understand it, they can become more educated about it. It was also easier and faster to complete once I learned how to do it. The wiki makes it easier for other people to find our work and use it in their papers." (Student C 1)
 * Student C Reflection: **

"To help you think how you might respond, consider answering some of the following questions: 1.) What affordances did you have with the wiki that you did not have with the academic research paper? 2.) Which do you think is more useful for work you will need to do in your future? Why do you think so? 3.) How did this experience differ from previous revision assignments? Did this at all change your mind about what revision should be? …"(“Wiki Reflection Letter” Brightspace 22 July 2016)
 * Instructions to students in the summer 2016 comp 2 course: **

=Student D Reflection: = "Then the Wikispaces introduction basically threw up on our papers and said ‘nope, try again.’ … I completely understand why you had this due last though: to prevent people from taking this online, blog-like style writing and making it into a research paper. The way we did it, research paper to blog-like writing, allowed our information to be dumbed down slightly which is always easier. Making something sound smart from blog-like is hard and you will end up like Joey Tribbiani redrafting his recommendation letter with all synonyms that sounds like gibberish." (Student D 1-2)

Student E Reflection:
“…presenting a multi-page document alone will not be enough to promote any interest in my ideas. A format more similar to the Wiki page would be much more effective – something that promotes interest and keeps the audience engaged” (Student E 1).

**Consulted Works:**  Adsanatham, Chanon, Bre Garrett, and Aurora Matzke. “Re-Inventing Digital Delivery for Multimodal Composing: a Theory and Heuristic for Composition Pedagogy.” //Computers and Composition// 30 (2013): 315-331. Print. Benckendorff, Pierre. “Evaluating Wikis as an Assessment Tool for Developing Collaboration and Knowledge Management Skills.” //Journal of Hospitality and Tourism Management// 16 (2009): 102-112. Print. Bradley, Linda. “Peer-Reviewing in an Intercultural Wiki Environment – Student Interaction and Reflections.” //Computers and Composition// 34 (2014): 80-95. Print. Bruffee, Kenneth. “The Art of Collaborative Learning: Making the Most of Knowledgeable Peers.” //Change// 19.2 (1994). Web. Bruffee, Kenneth. “Sharing Our Toys: Cooperative Learning Versus Collaborative Learning.” //Change// 27.1 (1995): 12-18. Print. Bruffee, Kenneth. "Taking the Common Ground: Beyond Cultural Identity." //Change// 34.1 (2002): 11-17. Print. DePalma, Michael-John, and Kara Poe Alexander. “A Bag Full of Snakes: Negotiating the Challenges of Multimodal Composition.” //Computers and Composition// 37 (2015): 182-200. Print. De Wever, Bram, Raija Hamalainen, Michiel Voet, and Mario Gielen. “A Wiki Task for First-Year University Students: the Effect of Scripting Students’ Collaboration.” //Internet and Higher Education//25 (2015): 37-44. Print. Fuchs, Christian. “Web 2.0, Prosumption, and Surveillance.” //Surveillance & Society// 8.3 (2011). Web. 20 July 2016. Harris, Joseph. //A Teaching Subject: Composition Since 1966//. Upper Saddle River: Prentice-Hall, 1997. Print. Keen, Andrew. “Web 2.0: The Second Generation of the Internet has Arrived. It’s Worse Than You Think.” //The Weekly Standard//. 14 February 2006. Web. 20 July 2016. Lundin, Rebecca Wilson. “Teaching with Wikis: Toward a Networked Pedagogy.” //Computers and Composition// 25 (2008): 432-448. Print. Moore, Jessie L, Paula Rosinski, Tim Peeples, Stacey Pigg, Martine Courant Rife, Beth Brunk-Chavez, Dundee Lackey, Suzanne Kesler Rumsey, Robyn Tasaka, Paul Curran, and Jeffrey T. Grabill. “Revisualizing Composition: How First-Year Writers Use Composing Technologies.” //Computers and Composition// 39 (2016): 1-13. Print. Ross, Jen. “Engaging with ‘Webness’ in Online Reflective Writing Practices.” //Computers and Composition// 34 (2014) 96-109. Print. Sanchez, Fernando, Liz Lane, and Tyler Carter. “Engaging Writing about Writing Theory and Multimodal Praxis: Remediating WaW for English 106: First Year Composition.” //Composition Studies// 42.2 (2014): 118-146. Print. Shvidko, Elena. “Beyond ‘Giver-Receiver’ Relationships: Facilitating an Interactive Revision Process.” //Journal of Response to Writing// 1.2 (2015): 55-74. Print. Sura, Thomas. “Infrastructure and Wiki Pedagogy: A Multi-Case Study.” //Computers and Composition// 37 (2015): 14-30. Print. Walker, Rob. “Case Study, Case Records and Multimedia.” //Cambridge Journal of Education// 32.1 (2002): 109-127. Print. Werner, Courtney L. “Speaking of Composing (Frameworks): New Media Discussions, 2000-2010.” //Computers and Composition// 37 (2015): 55-72. Print.

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