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last.updated 10.19.08

 

Designing Writing Assignments

Purpose

Technology in general, and digital technologies related to the Web specifically, are becoming increasingly central to our lives and the lives of our students. As this happens, it is imperative for us to cultivate epistemologies that ask students to question, think critically and analyze the role of these technologies in their day-to-day lives and their existing composing practices. Then, we must seek ways to expand their existing literacies using and applying this knowledge. Integrating technology into the composition class can assume a range of different frames within this context. In today’s class, we will analyze one approach for accomplishing this and discuss other viable ways to incorporate technology in support of the overall learning goals for the course.


Before Class

Guest Speaker: Ms. Ashley Hall

Presentation–Sample Assignment: Teaching with Technology

Ms. Hall will present a writing assignment designed for English 131, Intro to Technical and Scientific Writing as a text for analysis and discussion.

Discussion–Justification of the Class

Additionally we will address the following questions:

  • How does this assignment incorporate technology?
  • Is this an effective way of placing value on the composing practices the students are already engaged in, while asking them to think critically about those practices? Why/why not?
  • Does this assignment ask the students to apply the knowledge they have gained through critical analysis in a new and challenging way? Why/why not?
  • Does this assignment utilize more designerly strategies or readerly strategies? How? Why is this important, or does it matter?
  • How might issues of difference (whether class, gender, sexual orientation, cultural, or another kind) emerge in this type of exercise? If they did, what challenges might they present (either to you as the instructor or to the class as learners)? And what opportunities might they also present?

Activity–Analyzing Syllabi

You will work in groups to design an activity that integrates technology in some way. This might include students working on computers in the classroom, or it might incorporate their pre-existing technological literacies without significant class time devoted to working on computers.

Discussion II–Further Discussion

If time permits, we will discuss the following questions:

  • What questions or comments do you have about these articles?
  • Go back to the goals you had articulated at the beginning of the class, which writing technologies do you think can facilitate achieving these goals? How?
  • Based upon these readings, what tips or warnings would you provide to an instructor who decided to use writing technologies in her/his curricula?