Resources about Online Teaching

Hewett, Beth L., & Crista Ehmann Powers (Eds.). (2007). Special issue: Online teaching and learning: Preparation, development, and online communication. Technical Communication Quarterly, 16, 1.

Potential Apps for Teaching

Poll Everywhere

Prezi

Ooovo

Chatzy

Profile of a RIC student's mother

I would say that my participant had an interesting and long workplace journey to get to where they are now. It started when Marie came to the United States in 1988 from Haiti with her first daughter and she had to learn English right away in order to get a job. Her mother was a seamstress so she learned those skills and worked at a factory. Then, she had her second daughter and attained a GED at a Community college in Massachusetts so she could learn something new and get a better job. Marie attended Mass Bay community college and had a job as an assistant teacher at a Boston Public School working with the Bi-lingual Haitian students and special needs students.

Marie entered the nursing program and while Marie was in school, she was laid off from her job, once again. Marie then went to work at the Fernald State School, which was a school for mentally challenged individuals. One day, Marie had an accident while trying to move and carry one of her patients to another bed, where she fell and injured her back. From there, she could not continue nursing school or work on her feet.

Later, Marie recovered and got a job as a telephone support specialist for Nynex, a telephone company which today is Verizon. From there she was laid off once again and decided to go back to school. She attended Clark University to study novel network. Marie graduated and got her first support job was at Stream International in 1997. From there, her career started fishing to its stability. She worked there for three years then moved from her old job to a higher paying job called Hale and Dorr for two years. Marie left Hale and Dorr in 2002 work at a law firm called MINTZ, LEVIN, COHN, FERRIS, GLOVSKY AND POPEO, P.C. in South Boston, Massachusetts. She was doing the same job but got better pay and a better position and is currently still working there.

Rhetoric of Iraq war

Blogs, leaked docs, body counts

Iraw Body Count (website)

NY Times: The Iraq Archive: The Strands of a War

The archive tells thousands of individual stories of loss whose consequences are still being felt in Iraqi families today.

Synthesis of books which synthesize writing research

There is a terrific review essay:

Anson, CHris. "A Field at Sixty Something." CCC 62.1 (Sept 2010): 216-228.

Anson gives me some things to think about in planning a grad course in comp/rhet. Specifically, this passage near the end:

Reading any of these carefully edited volumes would be a good start. In fact, as dull as research syntheses can sometimes be in style and content, those new to the field of writing studies could do worse than plowing their way through any of the three research handbooks, and an even better graduate course might ask students to do so in parallel with selections from Miller's massive anthology. And although it's likely that each book will draw a different audience (for Smagorinsky, members of CCCC and NCTE; for MacArthur, Graham, and Fitzgerald, members of the American Educational Research Association and colleges of education; for Bazerman, scholars of literacy writ large, across disciplines; for Miller, college compositionists)... (227)

Digital and multimedia composing

Patty Ericson's webpage (with links to courses she has taught)...

Susan Delagrange

Susan's The American Experience course.

Ohio STate Digital Literacy Institute

Compfaqs syllabi for digital composing

THE DIGITAL STORY OF THE NATIVITY:

from Newkirk

But sadly, writing in secondary schools is colonized by literature instruction and serves as a vehicle for analysis. With the whole world to explain, explore, and argue about, why should literature be the dominant topic of analysis? If we accept (as I do) the claim that extended analytic argumentation is difficult for most students, it stands to reason we don't compound this task by choosing as a topic a difficult and complex novel. To do so violates a basic maxim of teaching: that when teaching any new skill, you don't compound the problem by adding difficulties...In choosing literary analysis as a main form of writing, we are asking students to write in a form they don't read, to enter a conversation they know nothing about, to learn a genre that is virtually nonexistent in the wider culture, and to disregard topics and controversies where they might actually have some stake. This is not to say this form should not have a place in the curriculum, only that it should not dominate, as I believe it does. (Holding On to Good Ideas in a Time of Bad Ones, 154)