This post kicks off a series of guest blog posts by graduate instructors Kassia Waggoner and Christopher Foreé about the ways they use blogs in their classes. Kassia is an English PhD student who studies rhetorical approaches to 20th Century American Literature. Christopher is an English PhD student in Rhetoric and Composition researching civic literacy in the classroom and the civic mission of the university. His blog and links to his students’ blogs can be found at tcucivicliteracy.wordpress.com.
Why we choose to blog
As a writing instructor, I ultimately want my students to leave my class with a lifelong love of writing. It is my hope that students will find writing enjoyable rather than burdensome or tedious. I find that assigning blogs in the classroom along with more traditional writing assignments, like a research paper, helps students to see how they can take the writing skills they have acquired in my class beyond college. The truth is students may not think of themselves as writers, but they are writing everyday on Facebook, Twitter, and other forms of social media. They may never see themselves as novelists or journalists, but they can easily see themselves as bloggers. It is our responsibility to expose students to multiple modes of writing, and incorporating blogging into the curriculum is one way to push students to think about writing both inside and outside the classroom.
I believe students often view writing as both a solitary activity and a private one. I use blogging in the classroom to disrupt this view of writing. I contend that all written communication is a dialogic—there is always an intended reader (even if it is author him- or herself) and we use writing to make our ideas clear. Blogging makes the dialogical process very real and tangible for students. The ability to write something and allow others to read it and possibly comment on their writing awakens a more nuanced understanding of audience. I would also suggest blogging has the potential to demonstrate the power of writing to students who often see the production of texts as a task or chore. In my previous life in “Corporate America,” I often experienced writing as collaborative exercise—putting together a presentation or co-authoring a report with a team. I want my students to acquire skills in the writing classroom that I think could be transferable, therefore I construct blog assignments that are collaborative in nature. My students work in teams to create a blog and must work together to make sure all the individual postings represent a cohesive theme and tone for the reader. They must read, edit, and contribute to each other’s postings to achieve this goal. I hope these experiences will help redefine their concept of writing outside the classroom.
Stay tuned for more of their blogging insights in the coming weeks!