Interesting. I agree that writing on social networking sites, messaging etc promotes short and crisp messages without much elaboration.
This link has been bookmarked by 67 people . It was first bookmarked on 17 Jun 2009, by Patience Wieland.
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04 Aug 09
Ronda WeryThe rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.\n\nSome scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.\n\nA new generation of longitudinal studies, which track large numbers of students over several years, is attempting to settle this argument. The "Stanford Study of Writing," a five-year study of the writing lives of Stanford students - including Mr. Otuteye - is probably the most extensive to date.
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12 Jul 09
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27 Jun 09
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25 Jun 09
David MuirReally interesting read - especially thanks to the Diigo notes that are sprinkled throughout!
writing blog assessment internet research communication media informationliteracy infolit education
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24 Jun 09
Rhondda Powling"The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.\n\nSome scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands*
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23 Jun 09
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Add Sticky Note
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everal traits that were distinct from in-class work
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self-directed
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used to connect with peers, as in social networks; and it usually had a broader audience
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often associated with accomplishing an immediate, concrete goal
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Mr. Rogers believes from interviews with students that the data in the study will help show that students routinely learn the basics of writing concepts wherever they write the most
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For instance, he says, students who compose messages for an audience of their peers on a social-networking Web site were forced to be acutely aware of issues like audience, tone, and voice.
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The writing done outside of class is, in some ways, the opposite of a traditional academic paper, he says. Much out-of-class writing, he says, is for a broad audience instead of a single professor, tries to solve real-world problems rather than accomplish academic goals, and resembles a conversation more than an argument.
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Writing for one's peers online, he says, encourages the kind of quick, unfocused thought that results in a scarcity of coherent sentences and a limited vocabulary
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22 Jun 09
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21 Jun 09
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Kathleen Blake Yancey, a professor of English at Florida State University and a former president of the National Council of Teachers of English, calls the current period "the age of composition" because, she says, new technologies are driving a greater number of people to compose with words and other media than ever before.
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20 Jun 09
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avoid creating a "fire wall" between in-class and out-of-class writing.
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Anne BubnicThe rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.\n\nSome scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands
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stacy rubisfrom peter friedman
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19 Jun 09
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18 Jun 09
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leif harboeAs a student at Stanford University, Mark Otuteye wrote in any medium he could find. He wrote blog posts, slam poetry, to-do lists, teaching guides, e-mail and Facebook messages, diary entries, short stories. He wrote a poem in computer code, and he wrote
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But Mr. Otuteye hated writing academic papers. Although he had vague dreams of becoming an English professor, he saw academic writing as a "soulless exercise" that felt like "jumping through hoops." When given a writing assignment in class, he says, he would usually adopt a personal tone and more or less ignore the prompt.
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"Digital technologies, computer networks, the Web — all of those things have led to an explosion in writing," Mr. Grabill says. "People write more now than ever. In order to interact on the Web, you have to write."
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"Digital technologies, computer networks, the Web — all of those things have led to an explosion in writing," Mr. Grabill says. "People write more now than ever. In order to interact on the Web, you have to write."
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"Digital technologies, computer networks, the Web — all of those things have led to an explosion in writing," Mr. Grabill says. "People write more now than ever. In order to interact on the Web, you have to write."
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But Mr. Otuteye hated writing academic papers. Although he had vague dreams of becoming an English professor, he saw academic writing as a "soulless exercise" that felt like "jumping through hoops." When given a writing assignment in class, he says, he would usually adopt a personal tone and more or less ignore the prompt.
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"Digital technologies, computer networks, the Web — all of those things have led to an explosion in writing," Mr. Grabill says. "People write more now than ever. In order to interact on the Web, you have to write."
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But Mr. Otuteye hated writing academic papers. Although he had vague dreams of becoming an English professor, he saw academic writing as a "soulless exercise" that felt like "jumping through hoops." When given a writing assignment in class, he says, he would usually adopt a personal tone and more or less ignore the prompt.
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But Mr. Otuteye hated writing academic papers. Although he had vague dreams of becoming an English professor, he saw academic writing as a "soulless exercise" that felt like "jumping through hoops." When given a writing assignment in class, he says, he would usually adopt a personal tone and more or less ignore the prompt.
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The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did.
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Steve RansomStudies Explore Whether the Internet Makes Students Better Writers
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Will RichardsonThe rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.
Some scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.-
The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.
Some scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.
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The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.
Some scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.
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Add Sticky Note"What was interesting to us was how small a percentage of the total writing the school writing was," says Jeffrey T. Grabill, the study's lead author, who is director of the Writing in Digital Environments Research Center at Michigan State. In the diaries and in follow-up interviews, he says, students often described their social, out-of-class writing as more persistent and meaningful to them than their in-class work was.
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This isn't surprising, is it?
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However, it would be awesome if there was a crossover ... we know students enjoy posting and texting. Instead of fear and hate, teachers should appreciate the informal style and encourage students to continue their education outside of the classroom.
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"Digital technologies, computer networks, the Web — all of those things have led to an explosion in writing," Mr. Grabill says. "People write more now than ever. In order to interact on the Web, you have to write."
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Add Sticky NoteMark Bauerlein, a professor of English at Emory University, cites the reading and writing scores in the National Assessment of Educational Progress, which have remained fairly flat for decades. It is a paradox, he says: "Why is it that with young people reading and writing more words than ever before in human history, we find no gains in reading and writing scores?"
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I just find this so disingenuous. First of all, what are we assessing in order to find out if there has been improvement? Second of all, I just hate how he blames the kids.
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NAEP measures "academic writing." Wouldn't it be useful to have assessments of non-academic writing? I suspect we'd see big gains in active readers/writers/thinkers.
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It's not just about writing more words. There lots of room for very bad, uninformed, misinformed, and naive prolific writing.
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My husband always says practice only makes perfect if one practices perfectly. :P
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Students in the study "almost always" had more enthusiasm for the writing they were doing outside of class than for their academic work, says Andrea A. Lunsford, the study's director. Mr. Otuteye submitted about 700 pieces of writing and became the study's most prolific contributor.
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In looking at students' out-of-class writing, the Stanford researchers say they found several traits that were distinct from in-class work. Not surprisingly, the writing was self-directed; it was often used to connect with peers, as in social networks; and it usually had a broader audience.
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"When you talked to them about their out-of-class writing, they would talk about writing to coordinate out-of-class activity," says Mr. Rogers, an assistant professor of English at George Mason University. "A lot of them were a lot more conscious of the effect their writing was having on other people."
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students who compose messages for an audience of their peers on a social-networking Web site were forced to be acutely aware of issues like audience, tone, and voice.
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"Everybody was writing in class, but the people who were writing out of and inside of class, that was sort of critical to accelerating their growth as writers."
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The implications of the change in students' writing habits for writing and literature curricula are up for debate. Much of the argument turns on whether online writing should be seen as a welcome new direction or a harmful distraction.
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Add Sticky Noteto help students become better academic writers, and to help them become better writers in the outside world. The second, broader goal is often lost, he says, either because it is seen as not the college's responsibility, or because it seems unnecessary.
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I agree.
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Is it lost, or rarely considered, particularly when the assumption is that all future writing will also be "academic"?
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Much out-of-class writing, he says, is for a broad audience instead of a single professor, tries to solve real-world problems rather than accomplish academic goals, and resembles a conversation more than an argument.
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Add Sticky NoteRather than being seen as an impoverished, secondary form, online writing should be seen as "the new normal," he says, and treated in the curriculum as such: "The writing that students do in their lives is a tremendous resource."
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I love that: The new normal.
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This new media writing is more about communicating rather than academic writing. I had a communication skills class in University which was useful and similar to these styles of writing.
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Add Sticky NoteIn one exercise she uses, students are asked to trace the spread of a claim from an academic journal to less prestigious forms of media, like magazines and newspapers, in order to see how arguments are diluted. In another, students are asked to pursue the answer to a research question using only blogs, and to create a map showing how they know if certain information is trustworthy or not.
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Great information literacy exercise.
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agree with Will. Great idea.
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"If we don't invite students to figure out the lessons they've learned from that writing outside of school and bring those inside of school, what will happen is only the very bright students" will do it themselves, Ms. Yancey says. "It's the rest of the population that we're worried about."
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Add Sticky NoteStudents must be taught to home in on the words they write and to resist the tendency to move quickly from sentence to sentence, he says. Writing scholars, too, should temper their enthusiasm for new technologies before they have fully understood the implications, he says. Claims that new forms of writing should take a greater prominence in the curriculum, he says, are premature.
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Not sure why we can't do both.
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Add Sticky NoteSome of the resistance to a more writing-centered curriculum, she says, is based on the view that writing without reading can be dangerous because students will be untethered to previous thought, and reading levels will decline.
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Interesting observation
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Yancey says that one of the reasons we're often more reading centric in our curricula is that there are control issues at play - easier to control consumption than creation - and what happens when people create things we don't "like?"
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I would agree. Certain kinds of writing require a foundation of understanding in order to build logical arguments and demonstrate an understanding of underlying issues/concepts. Writing can be spontaneous and creative, but it must also be a natural reaction to learning.
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Add Sticky NoteBut that view, she says, is "being challenged by the literacy of young people, which is being developed primarily by their writing. They're going to be reading, but they're going to be reading to write, and not to be shaped by what they read."
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Yes, Yes, Yes.
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Martin Lindnerempirical study, pros & cons. ... "Digital technologies, computer networks, the Web — all of those things have led to an explosion in writing," Mr. Grabill says. "People write more now than ever. In order to interact on the Web, you have to write." ...
skywriting skywriting_star5 digital_literacy _skywriting delicious
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he saw academic writing as a "soulless exercise" that felt like "jumping through hoops." When given a writing assignment in class, he says, he would usually adopt a personal tone and more or less ignore the prompt.
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Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.
-
Kathleen Blake Yancey, a professor of English at Florida State University and a former president of the National Council of Teachers of English, calls the current period "the age of composition" because, she says, new technologies are driving a greater number of people to compose with words and other media than ever before.
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The immediacy might help explain why students stayed so engaged, he says. "When you talked to them about their out-of-class writing, they would talk about writing to coordinate out-of-class activity,"
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"A lot of them were a lot more conscious of the effect their writing was having on other people."
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students who compose messages for an audience of their peers on a social-networking Web site were forced to be acutely aware of issues like audience, tone, and voice.
"The out-of-class writing actually made them more conscious of the things writing teachers want them to think about,"
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Much out-of-class writing, he says, is for a broad audience instead of a single professor, tries to solve real-world problems rather than accomplish academic goals, and resembles a conversation more than an argument.
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Rather than being seen as an impoverished, secondary form, online writing should be seen as "the new normal," he says, and treated in the curriculum as such: "The writing that students do in their lives is a tremendous resource."
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Ms. Yancey, at Florida State, says out-of-class writing can be used in a classroom setting to help students draw connections among disparate types of writing. In one exercise she uses, students are asked to trace the spread of a claim from an academic journal to less prestigious forms of media, like magazines and newspapers, in order to see how arguments are diluted. In another, students are asked to pursue the answer to a research question using only blogs, and to create a map showing how they know if certain information is trustworthy or not.
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17 Jun 09
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Howard RheingoldThe rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.
Some scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.
A new generation of longitudinal studies, which track large numbers of students over several years, is attempting to settle this argument. The "Stanford Study of Writing," a five-year study of the writing lives of Stanford students — including Mr. Otuteye — is probably the most extensive to date.-
The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.
Some scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.
A new generation of longitudinal studies, which track large numbers of students over several years, is attempting to settle this argument. The "Stanford Study of Writing," a five-year study of the writing lives of Stanford students — including Mr. Otuteye — is probably the most extensive to date.
-
Digital technologies, computer networks, the Web — all of those things have led to an explosion in writing," Mr. Grabill says. "People write more now than ever. In order to interact on the Web, you have to write."
Kathleen Blake Yancey, a professor of English at Florida State University and a former president of the National Council of Teachers of English, calls the current period "the age of composition" because, she says, new technologies are driving a greater number of people to compose with words and other media than ever before.
"This is a new kind of composing because it's so variegated and because it's so intentionally social," Ms. Yancey says. Although universities may not consider social communication as proper writing, it still has a strong influence on how students learn to write, she says. "We ignore it at our own peril."
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The Stanford study is trying to collect as much of that material as possible. Starting in 2001, researchers at the university began collecting extensive writing samples from 189 students, roughly 12 percent of the freshman class. Students were given access to a database where they could upload copies of their work, and some were interviewed annually about their writing experiences. By 2006 researchers had amassed nearly 14,000 pieces of writing.
Students in the study "almost always" had more enthusiasm for the writing they were doing outside of class than for their academic work, says Andrea A. Lunsford, the study's director. Mr. Otuteye submitted about 700 pieces of writing and became the study's most prolific contributor.
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Mr. Rogers believes from interviews with students that the data in the study will help show that students routinely learn the basics of writing concepts wherever they write the most. For instance, he says, students who compose messages for an audience of their peers on a social-networking Web site were forced to be acutely aware of issues like audience, tone, and voice.
"The out-of-class writing actually made them more conscious of the things writing teachers want them to think about," the professor says.
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16 Jun 09
Gardner CampbellGood article on explosion of student's out-of-class writing mediated on the Internet. Mark Bauerlein criticizes arguments urging in-school uses of out-of-class writing as "flatulent." The insult is, of course, grossly out of place in a serious argument ab
writing highered pedagogy teaching blogs blog blogging informal academic chronicle baylor_atl baylor_tltc
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