TORDA'S SPRING 2021 TEACHING SITE
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WORKSPACE: Ideas for your final project/questions & concerns

11/18/2020

3 Comments

 
USE THIS SPACE: To post your plan for your final project. You can post your ideas and solicit feedback from me and your classmates You can also use this space to ask questions--either about the wider project or about your specific idea or a particular moment in your process where you are worried or are a bit stuck. 

This space will remain active for the rest or our work together. 
3 Comments

Threshold concepts: multilingual writers and writing in electronic spaces

11/18/2020

18 Comments

 
OVERVIEW:  It's a bit of a mash up to try to put these two ideas together--or at least it would have felt like a mash up until 2020 when nothing about writing in electronic spaces is not worth exploring. Right now, teachers everywhere are teaching in online spaces, including literacy instruction, which includes, helping our students to be strong writers. They are teaching online and in person and doing both at the same time. And sometimes that also includes working with multilingual readers and writers. 

I have an idea that the pandemic will be setting back online education a good fifteen years, because I don't think anyone involved in the past school year has the stomach for it. However, writing and technology has a long history--at one time, even a pencil was new technology. Thought of one way, writing itself is technology​. For today's discussion post, I want to think about this fact in relationship to multilingual readers and writers. As we think about this, let's not forget what we know from Inoue, from Villanueva. And let's think about this idea of "threshold concepts." Threshold concepts in writing are the same for multilingual writers as they are for monolingual writers, sure, but in an electronic space? In the brave new world of computing and the interet? Social media? In truth this is where all of our students will be doing most of their writing for most of their lives.

POST: Considering the reading from the past two weeks, in what ways does technology support multilingual  readers/writers who are trying to learn how to be successful students in English? In what ways does it gum up the works for them? What possibilities and challenges does it present to teachers of these students? Certainly feel to connect this to your actual lived experience in the classroom--either as a teacher or as a student, as a monolingual or multilingual reader and writers, as a someone who embraces technology or who doesn't. 

RESPOND: Once you've posted, read and respond to more than one of your colleagues. 
18 Comments

    torda & the 513s

    Post to this space no later than 15 minutes before class when we meet synchronously; post by midnight on the day of class when we meet asynchronously (that includes both your post and your response to your colleagues). 

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  • Home
  • 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
      • ENGL102 ASSIGNMENT: Locating & Evaluating part II
  • ENGL389
    • ENGL 389 CLASS DISCUSSION BOARD
    • ENGL 389 CLASS PROFILE PAGE
    • ENGL 389 SYLLABUS
    • ENGL389 Reading Journals
    • ENGL389 Writer's Notebook.
    • ENGL389 WORKSHOPPING
    • ENGL389 Author Presentation
  • ENGL 513
    • ENGL 513 MONDAY UPDATE
    • ENGL 513 DISCUSSION BOARD
    • CLASS PROFILE ENGL 513 COMP T&P
    • SYLLABUS ENGL 513 COMP T&P
    • PORTFOLIOS ENGL 513 COMP THEORY & PEDAGOGY
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: READING RESPONSES
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Literacy History
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Pedagogy Presentations
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Reverse Annotated Bibliography
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: ETHNOGRAPHY/CASE STUDY
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: final project
  • Previously Taught Classes
    • ENGL 102 CLASS DISCUSSION BOARD
    • ENGL 301 policies >
      • ENGL 301 CLASS UPDATE
      • ENGL 301 SYLLABUS
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (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)
    • 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
  • ENGL102 ASSIGNMENT: Locating & Evaluating part II