Social Media Application in the Writing Classroom

This is another post I wrote for the blog Writing in Professional Communities last spring. It makes an argument for incorporating more social media into writing classroom curriculum.

Writing in Professional Communities 2014

I turn thirty tomorrow. This past week, the last week of my twenties, I’ve thought a lot about the most important elements of my life: spending time in the mountains, rock climbing and mountain biking with friends, striving for an environmentally-conscious lifestyle, encouraging college freshman to think critically about their choices and their impact, creating lesson plans that help students understand language as an agency for social change and, well, playing with my dog. This list of activities involves a wide range of discourse communities–when I explain social-epistemic rhetoric to my climbing partners, for instance, it sounds a lot different than when I discuss it over spring rolls with my colleagues. But throughout the week, floating from one discourse community to another, I find comfort in the similarities and connections between these communities. The conversations that I have with my climbing partners about environmental issues often share the same content…

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Teaching Genre, Accepting all Voices

This is a post I wrote for the blog Writing in Professional Communities last fall. The argument the post makes for teaching genre inspired much of the lesson plans and blog assignments on this blog!

Writing in Professional Communities 2014

In my last post I proposed that we try to step away from the grading (and perceived value) of Standard English in our classrooms. This poses many concerns in the writing classroom, including the question: what on earth do we teach in English writing classes if not Standard English? My proposition is that we teach the inclusion of all voices and backgrounds, as well as a general acceptance and respect for diversity. And if that doesn’t sound academic enough, then how about this: an understanding of genre and discourse communities coupled with critical reading, writing and visual literacy skills.

I have to admit, I’m surprised at myself for proposing the teaching of genre as a solution to oppression and discrimination in the classroom.

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