ENGL 505B

Here is my new syllabus... it's not for 106... not really even for English... but hey, I thought I would participate anyway

Liz

Hi all,

I created this activity for my students' research and video projects. Since they do these in groups from varying perspectives, it might not work for all research papers, but I like making them choose three topics and do some preliminary research on all of them before they officially choose a topic, and this is what I use to do that. Very adaptable

Liz

If you HTML, I like this site because it gives you the CSS and HTML code for some great navigation menus

http://css.maxdesign.com.au/index.htm

This video is great. I found it and showed it to my class and they did a lot with it; it is an argumentative video using letters/symbols of type to illustrate the imact of letters/words/type on our world/society. It also provides opportunities for discussions about design aesthetics. I also talked to them about the title. Is it type + revolution? type + evolution? type + pollution (which you can hear, but the spelling doesn't quite line up)....

Just thought I'd share.

Go to: http://youtube.com/watch?v=zVPfTlpCKaw (I tried to embed but it wasn't working).

I enjoyed this article because it focused heavily on secondary education, which is of course half of my world and occupies many of my thoughts this year as I struggle to survive my first year. After taking a course on literacy and a course on technological pedagogy last semester, and after working for a while in a low-income school that recently experienced an influx of technology due to a federal grant, and of course after teaching 106 in our new media group, I have developed a number of opinions about technology's place in instruction, which of course I will vent here.

Hi all,

The last two readings have really spoken to me as I have contemplated, struggled, and internally argued with myself (I'm not crazy, I promise) about how to work with my students on their sentences. I started the semester by encouraging my students to analyze the bigger rhetorical picture. Many of them were SO focused on sentence-level editing instead of paragraph- and paper-level revising that I spent the first many weeks introducing them to the larger units of a paper.

My husband is always telling me I have a chip on my shoulder about education; I'm relatively defensive of secondary public education, mostly because as a dual-role academic/teacher I hear both sides critique each other fairly regularly. More specifically, I constantly hear academics complain about the "crappiness" of secondary public education, and as a teacher in that system, I have a tendency to get offended and defensive. Thus, my response to Connors' article should contain no surprises.

I've attached a survey I created for my students. I was curious what they thought about the class so far. My class has a very open, friendly atmosphere, which is the only reason why I decided to do this... it might be a little risky depending on what your students are like. I have faith that my students will supply me with useful information, so I'm going to have them type responses to this and print them out/hand them in anonymously.

Use if you choose

Liz

Hi everyone. I might be a little ahead of myself here asking about this assignment, but I foresaw some confusion in my future and thought I would nip it in the bud...

What is the visual rhetoric assignment, exactly?

Liz