Williams, Bronwyn T. “‘A Puzzle to the Rest of Us’: Who is a ‘reader’ anyway?” Journal of Adolescent & Adult Literacy, vol. 47, no. 8, 2004, pp. 686-689. Summary: Williams explores what teachers mean when they identify students as readers; this definition is contrasted with the ways our culture as a whole conceptualizes readers. Williams argues that… Continue reading Bronwyn T. Williams, “‘A Puzzle to the Rest of Us’: Who is a ‘reader’ anyway?”
Sheridan-Rabideau, Mary P., and Gordon Brossell. “Finding Basic Writing’s Place.” Journal of Basic Writing, vol. 14, no. 1, 1995, pp. 21-26. Abstract: Recent questions about the value of basic writing ask educators to review what authors claim basic writing does. The authors believe basic writing serves a vital function by providing writing support for at-risk students, basic… Continue reading Mary P. Sheridan-Rabideau and Gordon Brossell’s “Finding Basic Writing’s Place”
Geller,Anne Ellen, and Harry Denny. “Of Ladybugs, Low Status, and Loving the Job: Writing Center Professionals Navigating Their Careers.” The Writing Center Journal, vol. 33, no. 1, 2013, pp. 96-129. Summary: Geller and Denny discuss three leading themes that emerged from interviews with writing center professionals regarding their career: 1) “The Administrative Route versus the… Continue reading Anne Ellen Geller and Harry Denny’s “Of Ladybugs, Low Status, and Loving the Job: Writing Center Professionals Navigating Their Careers”
This week is the beginning of Ivy Tech’s summer semester, and I’ve been eagerly prepping materials for the past month since I’ve not had the opportunity to teach summer courses before. I was excited to consolidate my English Composition and Exposition/Persuasion curriculums from 16-week to 8-week schedules, even though I had to re-think pacing due… Continue reading Playing with Syllabi Conventions
Grouling, Jennifer, and Jackie Grutsch McKinney. “Taking Stock: Multimodality in Writing Center Users’ Texts.” Computers and Composition, vol. 41, 2016, pp. 56-67. Abstract: Though much scholarship exists suggesting why multimodal writing should be taught at the college-level and how it might be a addressed in writing and multiliteracy centers, no previous studies have tried to document… Continue reading Jennifer Grouling and Jackie Grutsch McKinney, “Taking Stock: Multimodality in Writing Center Users’ Texts”
CC Photo by Trudy Bloem on Flickr. Last week, I showed up fifteen minutes early–as I always do–to teach my 2:00pm ENGL 111 class on Wednesday. The class is a 12-week, late-start composition class that currently has six students enrolled, of which only four are actively participating in the course. Two o’clock came and went.… Continue reading Wait… Did my students plan a skip day and not include me in the group text?
Note: I started this entry about a month ago–the weekend after CCCCs in Kansas City. However, life has happened since then… so there may be some tense shifts. After a weekend of grading, I wasn’t willing to go back and change it. — Since returning from CCCC this weekend, my mind has been buzzing with… Continue reading Reflecting on CCCC 2018