TORDA'S SPRING 2023 TEACHING SITE
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assignments ENGL226 Writing About Writing: BLOG INFORMATION

Need to be in touch with me? 
LEE TORDA
310 Tillinghast Hall
Bridgewater State University
508.531.2436
ltorda@bridgew.edu
​lee.torda@gmail.com
www.leetorda.com
SPRING 2023 Open Hours for students (office hours):
M(in-person or Zoom) 3:15-4:15,
W (in-person or Zoom) 11:00-12:00,
T (in-person or Zoom) NOON-1:00, and by appointment .
​
Click here to join my Zoom for Spring 2023.

​Let me know you want to meet by adding yourself to my google.doc appointment calendar by clicking here.​
Overview: One of the challenges of teaching writing in a classroom to students who want to write outside of the classroom is mirroring the way people write in the real world. One of the most difficult and somehow fraught aspects of writing in the real world is that real readers read you—not for a grade, but because they like what you are writing. As a monumental testament to how little grades actually matter, students are much less nervous about having their teacher read and grade their writing than they are about having regular people read and not grade their writing. A blog is public.  And there is the possibility for other people to read what you wrote. And that is what I am, in fact, inflicting this project on all of you: I want to raise the stakes a little.
I would like for this blog to be useful to your fellow English majors at BSU--or potential English majors. Blogs have real--not just imagined--audiences, and I'm asking you to write to this specific one. 

Lots of blogs suck. I would like ours not to suck. I do not want it to be about our class or cutesy stuff about writing—bad clichés that there is plenty of and more on the internet already. It’s asking a lot, I know, but I’d like to come up with an idea for a blog that was general enough to allow all of us to have something to say, but, at the same time, not be so general that it’s about nothing at all. 

We will, as a class, decide on a blog—based on personal expertise and interest as well as collective expertise and interest. Once we’ve made some decisions, I will set up a draft of the blog site, and invite the rest of you to give feedback and suggestions to the look and feel of the thing. Then we’ll start posting, one entry a day, every day except Sunday, until the last day of classes of the semester. This will mean roughly 2 to 3 bog posts per student over the course of the semester.  I don't want to be too heavy handed with oversight, but, keep in mind, we are still in a classroom and foolish content will reflect badly not just on me but on the University. I don't want to pull content, but I reserve the right to (just in case). 

In addition to determining the topic for our blog, you will also, as a class, determine the requirements for an "acceptable" blog post. 

Let's get blogging.

​Details
Acceptable blog posts have to follow these guidelines: 


How You Will Be Evaluated 
  • The blog project is worth 15% of your final grade. In order to earn a A for that 15%, you must submit the required number of blogs (To be determined by the number of people in the class and the number of days in the semester) at an acceptable level. See above for an explanation of what an "acceptable" blog looks like. 
  • Missing a blog post will drop your grade for that 15% to a B.
  • Missing two blog posts will drop your grade for that 15% to a C. 
  • Missing more than two blog posts will mean you will earn an F for that 15% of your grade. 

At The End of The Semester
When you are creating your final portfolio web site, you will include your blogs as professional writing samples. You'll have the chance to evaluate your blogs and, along with feedback from me, revise them for the portfolio. You can only revise blogs that you submit on time. You will submit to me a 500 word reflection on what you learned about your writing process and your writing process for writing for the public. 
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  • Home
  • ENGL 303 policies
    • ENGL303 SYLLABUS
    • ENGL 303 Discussion Board Space
    • ENGL303 CLASS PROFILES
    • ENGL303 READING JOURNALS (assignment)
    • ENGL303 OVERVIEW FINAL HERITAGE PROJECT
    • ENGL303 NAMING WHAT WE KNOW
    • ENGL303 YOUR LIFE IN PICTURES
  • ENGL 226 policies
    • 226 Discussion Board
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
      • ENGL 102 Class Discussion Board
      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
      • ENGL102 ASSIGNMENT: Class Profile Page
      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage