A New Type of University Writing Course - The Diigo Meta page

• 25 Jul 09
  

  Jan Smith

  "In real ways, blogging and other forms of virtual debate actually foster the very types of intellectual exchange, analysis and argumentative writing that universities value."

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• 09 Nov 08
  

  Charles Nelson

  writing composition blogging web2.0

  • technology has altered radically what it means to write both in and for today’s world
  • Clearly, the social, commercial and academic reasons for why and when we write are changing both rapidly and fundamentally
  • 3 more annotations...
  • • As part of this change, technology has radically extended the spaces for academic debate. In real ways, blogging and other forms of virtual debate actually foster the very types of intellectual exchange, analysis and argumentative writing that universities value. 
    • In addition to blogs, they also maintain websites where they learn to interact with other writers beyond the isolating confines of classroom. They defend their analyses and argue with real purpose because they are forced to be conscious of an audience beyond the limited scope of the instructor. Consequently, they are learning to both think and write critically in ways that promote both inquiry and genuine interest in writing and thinking. 
    • real-world issues
• 11 Sep 08
  

  Sarah Hanawald

  Great piece about the evolution of the University Writing Course at Duke for the 21st century.

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  • most of my students write several hours a day.
  • technology has radically extended the spaces for academic debate.
  • 4 more annotations...
  • • high schools and their curricula are failing to keep pace with those same advances.
    • we now live in a world where both debate and publication happen predominantly in virtual spaces. 
    • Without real opportunities for students to publish their writing, they will assess that they write not for meaning, intellectual discovery, communication or understanding, but rather in obligatory, outdated, punitive and procedural ways to obtain grades.
    • Teachers seek opportunities for writing to both engage and challenge students to think critically throughout the processes of intellectual debate. Writing courses that remain wedded to the genre and methods of the past merely limit students’ ability to imagine their work as real.
• 

  Angela Maiers

  Now this is what a call teaching writing-the course should be named...writing for real!

  Writing Duke university course

• 10 Sep 08
  

  Laura Lo Forti

  “standards-driven” high school writing is hindering student interest. Without real opportunities for students to publish their writing, they will assess that they write not for meaning, intellectual discovery, communication or understanding

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• 

  Will Richardson

  As part of this change, technology has radically extended the spaces for academic debate. In real ways, blogging and other forms of virtual debate actually foster the very types of intellectual exchange, analysis and argumentative writing that universitie

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• 

  Page Lennig

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• 

  susan carter morgan

  When I tell people I’m a writing professor, I see first-hand how their anxieties about grammar instruction and the “red pen” live on years after their experiences with freshman composition have ended. When talking about what I do, people start clarifying their diction, altering their grammar, even avoiding eye contact.

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• 09 Sep 08
  

  Patrick Higgins

  Great op-ed from Bradly Hammer at Duke. Going to share this with the English Department next week.

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• 07 May 08
  

  Daisy PhD

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