Here are the three points (moments) I found fascinating:
- “All our work becomes an artifact for the course that we refer to through the process of developing the writing project” (168).
In the first week of my f2f course, we discuss what the writing process looks like (in textbooks and in reality), and a component I stress is the recursive nature of the process. So when Warnock discusses how a message board/blog area of the online writing course becomes this reference guide, it makes me eager. I can definitely see the logic behind this as well; how often do our f2f students keep their prewriting for past assignments? How often do our f2f students revisit past work to familiarize themselves with past ideas/concerns issues? I always tell students to keep their work for this purpose, but they usually don’t unless it is required to be turned in with their final draft. However, in the online writing course, students cannot ignore the ever-present, all-knowing, all-remembering message board. Prewrites and brainstorms cannot get lost, misplaced, or thrown away since they are forever saved in the digital sphere! The internet, and Canvas, never forgets! In all seriousness, though, I think this “artifact,” as Warnock calls it, will give students a home base, of sorts; students who get lost in the chaos that is the writing process will have a quick, and easy, way to access all of their prior work. I imagine this permanence will make students more grounded in this recursiveness.
- “They learn a whole crowdsourced array of research practices” (169)
Research is very important, and while I love using the library orientations to help my students, I always like to do follow-ups. The library session gives students the same foundation, in terms of browsing the databases, but the results tend to vary. A week or so after the library research session, I have my students bring in a few articles that will potentially go into their final paper. This group comparison session allows students to double-check their collected research, but it also affords students the opportunity to get advice from their peers. Last semester, I had a student bring up how helpful the subject fields were when searching, and it really helped the other students. This group session also allows students to share sources they may have found, but do not plan on using. This group session should migrate online seamlessly with the use of the message boards. However, I will have to figure out how to replace the f2f library orientation with another method that will have the same efficacy.
- “We can see the formerly dead word of print making its eternal return to the living word of speech…” – Syrnyk
I loved Syrnyk’s focus on bringing a sense of humanity to a somewhat cold medium. This specific moment of focus from his article makes me consider the importance of some sort of synchronous moment in my online writing class. In the f2f sessions, the synchronous moments happen via workshops, group activities, etc. However, some of my courses also keep a shared logbook on Google docs. I always enjoy logging onto the google doc the night before the logbook is due and seeing my students engage in notetaking and side-discussions. They usually don’t notice that I am logged on, and the conversation always seems civil, so it is fun to watch my students joke around and just have personal conversations as they are responding to the assigned texts. Watching students write, discuss, get distracted, share links to songs, etc., makes the text seem that it serves a secondary purpose: allowing my students to bond outside of the classroom.
I don't have a webcam or microphone, so I am kind of stuck with doing a Prezi *yay*. The process is something we discuss initially in my course, and then in segments throughout the semester. My f2f class usually approaches the process through guided activities, so I tried to translate one activity and my guidance to a slideshow.
Hope your semester is going well!