While many of us are hurtling toward the end of the semester, we are also pressed to decide next semester’s book orders and ancillary readings. So, I want to celebrate how many of you are blogging about assignments that place marginalized voices at the center of the classroom. (The photo to the right is from a recent New York Times article with rich images you might consider for classes around the upcoming holiday.) For example, Susan Naomi Bernstein recently described a redesigned assignment drawing on the film Black Panther. I also appreciate the insights about the politics of citation and authority in Dara Liling’s “Source Credibility as a Matter of Social Justice.” Many more of you, of course, are sharing inspirational texts for the rest of us to consider in our classrooms as we work hard to ensure our classrooms are inclusive, challenging, and aware of the politics of the academy and our historical moment.   My title for this post comes from bell hooks’ 1984 text, Feminist Theory: From Margin to Center, which has influenced my teaching for decades. hooks has been on my mind since I had the great good fortune to gather with thousands of feminist scholars and instructors at the 2018 National Women’s Studies Association conference in Atlanta just after the midterm elections. Conversation fizzed and popped about the implications of expanded representation – political and academic — by women and people of color. The plenary sessions, too, amplified the potential tectonic shifts happening in scholarship and our classrooms. For example, the conference launched with a richly textured discussion between celebrated poet Elizabeth Alexander and sociologist Alondra Nelson, author of The Social Life of DNA: Race, Reparations, and Reconciliation after the Genome (2016). That conversation — interdisciplinary, intersectional, political, and delightfully personal (Alexander and Nelson are longtime friends) — was a reminder of how crucial it is that we invite students into these conversations, so they understand that knowledge production is a human effort, shaped by power in myriad ways, but also a shaper of power. Another evening featured Alice Walker, who spoke with quiet intensity to a packed ballroom about the transformational experience of learning from Howard Zinn during his time as a professor at Spelman College. Yet another plenary brought together activists who reflected on lessons we could learn from social movements of 1968, and I could hardly scribble notes fast enough to capture the sparking conversation between Angela Davis, Bernadine Dohrn, Rabab Ibrahim Abdulhadi, Ericka Huggins of the Black Panther Party, and Madonna Thunder Hawk. Thunder Hawk’s leadership in the Red Power movement is featured in the new documentary Warrior Women, which I plan to teach next semester.   My co-author, Stuart Greene, has blogged recently on the empathy we try to inspire through our work in From Inquiry to Academic Writing. We have worked hard, with each edition, to include voices that speak to the pressing issues of our time, from perspectives that often bring insights from the margin to the center, as hooks might say. It is work that never ends – for which I am thankful. Like you, we are always listening hard for new voices to invite our students into new conversations.   What are you most excited to teach? What can you recommend?   Photo Credit: April Lidinsky ... View more

Today’s guest blogger is Kim Haimes-Korn, a Professor of English and Digital Writing at Kennesaw State University. Kim’s teaching philosophy encourages dynamic learning and critical digital literacies and focuses on students’ powers to create their own knowledge through language and various “acts of composition.” She likes to have fun every day, return to nature when things get too crazy, and think deeply about way too many things. She loves teaching. It has helped her understand the value of amazing relationships and boundless creativity. You can reach Kim at khaimesk@kennesaw.edu or visit her website: Acts of Composition.  Writing teachers have always valued research and critical thinking as a primary part of our mission, but research in our world today is a completely new game where we have access to thousands of sources at the click of a mouse.  Before, we could engage easily with digital sources, with much of our instruction focused on the location of sources and long hours through the library stacks. Now, teachers shift attention to the selection and critical evaluation of sources and repurposing of information for new rhetorical situations. Student researchers also now consume information and shape perspectives through multimodal sources such as images, videos, podcasts, and other digital texts. We hope that students learn to select and evaluate these sources as well as represent their ideas through multimodal formats. Over the years, I have included infographics in my classes in a variety of ways. I have used them to help students examine their collaborative processes, generate discussion, compare perspectives, and present complex information to others through visual representation. The human brain processes visual information with alarming speed, which makes infographics a powerful way to communicate information and concepts. Infographics do not have to replace traditional research writing. Instead, they can enhance research practices and challenge students to remix and represent information in new ways. When students follow paths of inquiry they must select, analyze, and synthesize information for their own purposes. The infographic assignment amplifies these skills and draws upon multimodal texts and visual communication. Background Readings and Resources The St. Martin’s Handbook: Ch. 11: Conducting Research; Ch.16: Design for Print and Digital Writing The Everyday Writer(also available with Exercises😞 Ch.12: Preparing for a Research Project; Ch. 22: Making Design Decisions EasyWriter (also available with Exercises😞 Ch. 13: Conducting Research; Ch.3: Making Design Decisions Steps of the Assignment Have students choose a research subject or question of their own interest. Ask them to locate at least 3 purposeful sources on their subject. This is a good time to review how to find and evaluate sources along with citation and documentation practices. Students can write up their research, paying close attention to how they are locating themselves in their collected perspectives. Take these writings through whatever drafting and peer response you would normally require for this kind of assignment. Next, introduce the genre of the infographic. Students can access an abundance of examples through a quick image search and discuss the ways they visually represent information. They can work in small groups to compare, generate ideas, and list conventions and variations in the genre. Challenge students to create their own infographics to represent their research. They have to review the information and sources they collected from their generated research and choose what is most important to represent. They also need to consider the impact of their information to understand how they might emphasize certain ideas through information hierarchy and design through size, position, color, contrast, and other forms of visual rhetoric. This assignment asks them to explore the relationship between form and content as they choose particular shapes and backgrounds that further communicate their meanings. Although students can design their infographics from scratch, I generally recommend that they use available digital infographic generators such as Piktochart, Canva or other free software. These programs offer students a multitude of choices to express their ideas and allow for easy visual representation of information such as charts, graphs and a slew of images from which to select. Once they create their infographics, assemble students into peer response groups to generate feedback towards revision. Have students compose their own criteria for response based on their earlier discussion about conventions of the genre. Include rhetorical and visual components and information hierarchy as part of their discussion. Remind them to include source information through proper documentation practices. Students can insert these revised infographics into their research papers or present them to the class (or both) to explain their research. They can also act as stand-alone artifacts. I usually ask students compose a reflective statement to articulate their rhetorical and design choices. Jordan Sloan's infographic Resources: What can you do with an English major? | Roosevelt University  Reflections on the Activity I am always intrigued with the ways students compose this assignment. Students take on a multitude of subjects, rhetorical stances and approaches. For example, Jordan explored a relevant question regarding career opportunities for English majors. Ari, who is interested in the “inked arts” researched how tattoos are viewed in the workplace and Zach created an historical perspective related to the chronological development of cyberpunk. Follow the links below to view these student examples: Jordan's infographic    Ari's infographic Zach's infographic ... View more

Macmillan Author Program event at UCSD The Muir College Writing Program at University of California, San Diego, uses Now I Know Who My Comrades Are: Voices from the Internet Underground, by Emily Parker, and recently had the pleasure of hosting her on campus for a talk with students. Over 400 students filled the auditorium to listen to Emily and take part in lively question and answer exchanges throughout the presentation. The Muir College Writing Program uses A Writer's Reference, by Diana Hacker and Nancy Sommers, alongside Now I Know Who My Comrades Are: Voices from the Internet Underground, by Emily Parker, as part of the Macmillan Author Program. The Macmillan Author Program brings together the best of Bedford/St. Martin's textbooks, the expertise of our custom publishing team, and award-winning titles from our trade imprints, including St. Martin’s Press and Farrar, Straus and Giroux. Emily Parker, author of Now I Know Who My Comrades Are: Voices from the Internet Underground, holding up her book in front of UCSD students who came to hear her talk about the book.  Students read the book as part of the Muir College Writing Program.  Students lining up to get their book signed by author, Emily Parker.  The signing continued for a half hour after the talk! Emily Parker, author of Now I Know Who My Comrades Are: Voices from the Internet Underground, preparing to speak to a room of more than 400 Muir College Writing Program students at UCSD! ... View more

This blog series is written by Julia Domenicucci, an editor at Macmillan Learning, in conjunction with Mignon Fogarty, better known as Grammar Girl.     This month’s post is a week early because of the holiday next Thursday. Happy Thanksgiving to those who celebrate!   Podcasts have been around for a while, but their popularity seems to increase every day—and for good reason! They are engaging and creative, and they cover every topic imaginable. They are also great for the classroom: you can use them to maintain student engagement, accommodate different learning styles, and introduce multimodality.   LaunchPad and Achieve products include collections of assignable, ad-free Grammar Girl podcasts, which you can use to support your lessons. You can assign one (or all!) of these suggested podcasts for students to listen to before class. Each podcast also comes with a complete transcript, which is perfect for students who aren’t audio learners or otherwise prefer to read the content. To learn more about digital products and purchasing options, please visit Macmillan's English catalog or speak with your sales representative.  If you are using LaunchPad, refer to the unit “Grammar Girl Podcasts” for instructions on assigning podcasts. You can also find the same information on the support page "Assign Grammar Girl Podcasts." If you are using Achieve, you can find information on assigning Grammar Girl in Achieve on the support page "Add Grammar Girl and shared English content to your course." If your English Achieve product is copyright year 2021 or later, you are able to use a folder of suggested Grammar Girl podcasts in your course; please see “Using Suggested Grammar Girl Podcasts in Achieve for English Products” for more information.   Podcasts about Quotation Marks How to Use Quotation Marks [7:51] Quotation Marks and Punctuation [5:02] Punctuating Questions [7:07] Single Quotation Marks versus Double Quotation Marks [6:13]   Students can do a lot more with podcasts than simply listen to them. Choose one or both of the following assignments for students to complete using the suggested Grammar Girl podcasts.   Assignment A: Ask students, either individually or in small groups, to write a script for their own podcast on a grammar topic. Students should consider the following questions as they develop their script: What topic do they want to focus on? How long do they want the podcast to be? (As with an essay, broader topics tend to result in longer podcasts. You may also want to set time limits.) What do they already know about their chosen topic? What other questions do they still have about their topic? What will they need to research? If the students are working in groups, how will they structure the podcast to accommodate the different narrators?   After drafting, ask students to submit their scripts. Each script should include a title and the expected duration. You may also want them to include a separate paragraph reflecting on the script writing process.   Assignment B: Have students record their podcast from Assignment A and share the files with their classmates. Reflect on the process and results as a group. Which parts of the project were easiest? Which were most difficult? Did they have to adjust their scripts at all during recording?   Recording podcasts can take a lot of time and sometimes involves a steep learning curve. If recording podcasts is not feasible for your class, have each student read their script aloud to their peers.   Do you have other suggestions for using podcasts in lessons? Let us know what they are in the comments!   Credit: Pixabay Image 1375858 by 905513, used under a CC0 Creative Commons License ... View more

  You've heard about it before: someone perches on the edge of a rooftop, or a waterfall, or a granite outcropping, to take a vertiginous photo of the drop off, hundreds—perhaps thousands—of feet below. Or reclines on a railway line to take a quick selfie as a locomotive looms in the background. Or does one thing or another that is exceptionally dangerous in order to get an eye-popping image that might capture a crowd on Instagram. . .and, sometimes, perishes in the act, as recently happened with a husband-and-wife team of travel bloggers in Yosemite National Park.   As I say, there's nothing new about this, and there are plenty of articles scattered all over the Internet detailing the phenomenon, often containing academic commentary on the meaning of it all, as does this article in Vice from 2017. So, given the familiarity of what might be called "Fatal Selfie Syndrome," and, more importantly, the fact that your students are likely to be part of the audience to which such photos are directed, this is a popular cultural topic that calls for semiotic analysis.   Let's start with the basics. The fundamental goal behind dangerous Instagram photos (or YouTube videos, etc.) is to get attention. While the most daring of the bunch also tend to be thrill seekers, thrill seeking is not the primary motivation for the simple reason that the chosen poses are designed for publicity, not for a privately enjoyed experience. But this elementary explanation then raises the question of what all this attention getting signifies.   Here we can go back to the early days of the Net. The advent of the personal web log and/or web page in the 1990s signified the emergence of a democratizing challenge to the hierarchical structures of traditional mass media, offering a way for ordinary people to make themselves seen and heard. MySpace—a kind of pre-packaged personal web site with audio and images—took the process a step further, widening the breach in the wall (in Pink Floyd's sense of the word) of mass cultural anonymity, while opening up new opportunities for commercial self-promotion.   The Instagram daredevils – and increased competitive stakes – are a consequence of what happens when democratic opportunity collides with a mass scramble for individual distinction. With so many people publicizing themselves on social media, it becomes harder and harder to get anyone to notice. This is especially problematic for those who exploit the Internet as a source of personal income, seeking to attract advertising dollars by attracting large numbers of views. So much money is at stake now that a sort of arms race of ever-more-daring stunts has ensued, effectively creating a new Internet hierarchy of online Evel Knievels contending with each other to make the cut.   The semiotic upshot of all this is that social media are not merely addictive, they are expressions (and extensions) of a hypercapitalistic society so taken up with monetizing every corner of human existence that personal experience itself is now for sale—in fact, one might say that personal experience is being sought for the sake of a sale.   Behind the scenes of this dramatic interplay between risk-entrepreneurs and their followers is the advertising that pays for it all. James Twitchell has called America an "advertising culture" (or "adcult"), and the Instagram economy can be said to signify an adcult in overdrive, careening through a consumer marketplace so splintered into niches and sub-niches that those with goods and services to sell are ever on the lookout for new ways of reaching anyone who is likely to buy their stuff. So if you can survive your latest, rather literal, peek into the abyss and get it up onto the Net, you may be able—thanks to all those advertisers who want to reach the kind of people who want to see you do it— to shudder all the way to the bank.     Image Credit: Pixabay Image 2034239 by Alexas_Fotos,used under a CC0 Creative Commons License ... View more

This week's featured guest blogger is Joseph Couch, Professor at Montgomery College. “It’s only a movie.” I will never forget that response from a student during a class discussion. While watching a film can be the most passive engagement with a literary text, I realized during that class why helping students become more active in the process needed to be more of a priority in my teaching. Creating a single exercise that would change perhaps a lifetime’s habit of passive watching into the active viewing and close reading of films would of course be too impractical. What I instead developed was a classroom activity to introduce, or, perhaps more accurately, more closely examine the three basic elements of film form: shot, take, and editing.  In my classes, a felt pen or two and a whiteboard are the only materials I use to draw some basic storyboards. The storyboards do not have to look like they are ready to pitch to a Hollywood mogul to teach the elements. They just need to get the basic content across and let the students fill in the rest with their own movie-watching imaginations. One thing that helps accomplish this goal is to keep the frames all roughly the same size to imitate viewing a screen. The steps in the activity are as follows: The exercise begins with a long shot to establish a setting, just as many films do, particularly if the setting is new in the film. I usually make it of a city because I find tall buildings fast and easy to draw, but any setting is fine if an instructor is comfortable drawing it.  To establish a scene, the next step is to draw a couple of quick medium shots to settle in on a single location within the larger setting. In my classes, this is usually a park depicted as an area with some trees and a few quick figures in a couple of frames. The next step is to focus on a figure or two to establish the characters in the scene also in a medium shot. Drawing balloons with a line or two in comic-book or comic-strip fashion can introduce dialogue, which often occurs after establishing setting, scene, and characters. The last frames I draw are close-ups to show the complete the sequence of long to medium to close-up shots and also to discuss how close-ups also represent building intensity in a scene. I also draw an extreme close-up just of a character’s bloodshot eye and a bead of sweat (this is the quickest to draw) to show extreme intensity. Two regular close-ups can also work, and it can be useful to discuss how editing one close-up after another suggests the height of dramatic tension. On that note, discussing the length of takes while working through the shots can help explain their role in the narrative. Establishing shots, for example, tend to be much longer takes than close-ups, which reflect and underscore the building and rising of dramatic tension. For those not inclined to draw the frames themselves is the option of using a page or two from a comic or graphic novel, both of which use storyboarding with balloons for dialogue, on an overhead. The frames vary in size, making the visual effect slightly different from film, but if Fellini thought enough of it to spend hours chatting with comic writers and artists, these examples should work fine. An option for the technologically adventurous instructor is the use of free Storyborder software for a dazzling presentation. Of course an instructor could of course use scenes from a film on DVD or streaming video. The key is to use whatever makes the instructor comfortable with illustrating the three elements. After using this activity, I refer back to its frames/shots while discussing a later film in a course and/or prepping students for an exam.  It seems to be a good idea to provide a little extra reinforcement of the concepts of shot, take, and editing for a reminder to view films closely rather than watch them passively. One advantage of the software or comic approach is ready access to the exercise if instructors suspect their students are engaging in a little too much escapism and not enough analysis. Over the years, I have found students performing more of the latter and less of the former with the help of these steps and a couple of felt tip pens.         ... View more

Last week I had an opportunity to visit with colleagues and students at the University of Central Florida in Orlando. It has been some years since I was last there and I was amazed to see how the campus has grown—up to 65,000 students! As a kid growing up in Florida, I had only the U of Florida and Florida State to choose from (and Florida State was just moving to co-ed!), so seeing all the new campuses that have grown up over the decades is impressive indeed. I was glad to see the Department of Writing and Rhetoric (no longer part of English) thriving and met some grad and undergrad students who told me the Department’s mission resonated with them: Everyday life in the 21st century involves composing and understanding complex messages in multiple media and in varied contexts. In order to address challenges related to composing, rhetoric, and literacy in school, workplace, civic, and community settings, Department of Writing and Rhetoric (DWR) faculty engage in innovative research and teaching, often collaborating with students as well as community and campus partners to undertake this work. Additionally, as a department, we provide academic and public leadership on writing-related issues. Students in our undergraduate and graduate programs receive a comprehensive education in writing and rhetoric that enables them to communicate effectively, persuasively, and ethically across a range of civic, professional, and educational contexts. The Department offers a BA in Writing and Rhetoric and an MA in Rhetoric and Composition as well as a Professional Writing Certificate—and oversees the First Year Composition Program and The University Writing Center. I was on campus to address the Department faculty and students, and the person who brought me to campus thoughtfully let me out right at the door to the new building the Department occupies. I was to wait for her to return from parking, but once inside I spotted The Writing Center and made straight for the entry. The young woman at the reception desk welcomed me and introduced me to grad student tutors and gave me a tour of the light and airy—and spacious—Center. Throughout this post are a few photos of the Center. From the Center, I got to tour the Department offices and take a look at the curriculum. I was particularly impressed with their outcomes statement and with their assignments for both Writing 1101 and 1102, especially when I got to read examples of student work. For the first course, I read essays that had been published in their Stylus: A Journal of First-Year Writing, notably Julie Wan’s “Chinks in My Armor: Reclaiming One’s Voice”; Shravan Yandra’s “Note-Taking Involving Native and Modern Languages: A Detailed Analysis of My Code-Meshing”; and Jaydelle Celestine’s “Did I Create the Process? Or Did the Process Create Me?” These essays engaged me thoroughly—they were well thought-out, well written, and managed to balance traditional research with personal experience offered as (powerful) evidence. Students I spoke with were enthusiastic about the courses they were taking, which is always refreshing when those courses happen to be required. Writing about the program, one student said The writing program is really a journey into the art and science of communication. I thought I knew what to expect, but I was utterly and pleasantly surprised. This isn’t your mother’s comp program—this is ‘take it to the real world’ stuff. The day I visited UCF was November 6, mid-term election day. I spoke with students about their writing and how they hoped it could help them get their voices heard. Some had managed to vote on campus, but others who came from out of state had not voted: they promised to look into absentee voting in the future (!). But what an uplifting experience it was to visit yet another outstanding writing program, to know that in the face of so much negativity and division and, yes, even hate, that writing teachers are keeping faith, continuing to engage and inspire writers to write honestly, think critically, and speak their own truths. Image Credit: Andrea Lunsford ... View more

In Memory of Stan Lee (1922-2018) Writing workshop for our Black Panther synthesis project. The words printed in black ink are: Most important: If it seems too hard, WRITE ABOUT  IT ANYWAY. I was reminded of the power of listening to students when student input led me to revise our second writing project for this fall semester. The original project would be an analysis of a multimedia storytelling artifact, chosen by the student: either a music video or a TED talk. The end goal was to create a synthesis of three texts: two course readings and the storytelling artifact. To introduce the idea of a storytelling artifact, I played a music video that initially appeared to be a suitable subject for analysis. My students began a heated discussion about how the video portrayed race, class, and privilege. While the students seemed thoroughly engaged by the discussion, they were not inspired by the transparency of the video’s message and they did not admire the lack of complexity in its composition. It was clear that while the assignment I had envisioned prompted discussion, students felt that it was neither inclusive enough, nor addressing suitable cultural and technological complexities. As the discussion about the video was coming to a close, a student and I began a side conversation about the film Black Panther, which is now available on Netflix. I had not initially considered Black Panther for two reasons. The first was, as much support as I could offer for synthesizing the film with more academic texts, I know next to nothing about the Marvel Universe. But my student argued that, even without knowledge of the Marvel Universe, the film is culturally relevant and accessible to a very wide audience, nationally and internationally. While the first reason was reconcilable by relying on my students’ knowledge of this subject, the second reason was the one that gave me most pause. In the anonymity of the movie theater, I had wept openly for the entire second half of Black Panther. I worried about the impact that my emotions would have on my ability to teach this film as an objective text for practicing synthesis. But my student, yet again, re-framed my emotional response as an asset, reminding me that many people had very emotional reactions to Black Panther. My emotional response to the film thus became a teachable moment regarding the appeal to pathos. Indeed, given the ongoing discord of our current world, recent events outside the classroom had disturbed students profoundly. If I wanted this classroom were to become a safer space, I needed to remember my utopian goal: achieving classroom community through shared experiences and common aims. What to do? Revising the assignment at this late date to explore not storytelling artifacts but Black Panther – which was clearly speaking to my students in a way music videos and TED talks were not – would require significant shifts in lesson plans, and we would lose time to watching the film together as a class. However, could I re-envision lost time as time regained? I became a writing teacher because I love to write, and to share the passion, power, and beauty of good writing. Black Panther as a film had the potential to offer the kind of shared experience that most compels my work as a writer and a teacher of writing, and that would fulfill the aims and goals of practicing synthesis. Perhaps most significantly, sharing a film that we knew and loved would allow us to do our best work together. And so it was decided. I would revise the assignment and we would watch and write about Black Panther together. There were so many different pieces to this assignment that it was difficult to choose just one for this blog post. However, the activity that follows gave me a chance to share my thought processes with students, and allowed us to work together to take on the problem of creating clear and precise writing from strong feelings and seemingly inexplicable emotions. ... View more

In my first-year writing courses this fall, I’ve asked my students to explore James Gee’s concept of Discourse as a means of interpreting their previous literacy experiences. A common theme in their first essays is a sense that prior schooling often suffocated their voices, leaving them with little interest or personal investment in classroom writing. They “know” they shouldn’t write in the first person or use textisms, emoji, contractions, or “I think” statements.    For their course projects, students select and explore one of the Bad Ideas about Writing—some of which are written in first person. They seek out blogs, TED talks, newspaper articles, peer-reviewed journal articles, and a range of other online and print sources related to their chosen “bad idea”—and to their own experiences, majors, and career choices.  As they work with sources, I ask them to consider how the various writers represent themselves in the texts. Do the students hear a voice there?  Where?  What gives the readers a sense of that voice?   To help students recognize multiple ways of expressing voice within academic contexts, I have them read Ken Hyland’s “Disciplinary Voices: Interactions in Research Writing,” which approaches voice from a disciplinary perspective. Hyland says,   “Writers have to display a competence as disciplinary insiders to be persuasive and this is, at least in part, achieved through a writer-reader dialogue which situates both their research and themselves. This means adopting a disciplinary voice; using language which establishes relationships between people, and between people and ideas…. All this is done within the broad constraints of disciplinary discourses” (7).     Specifically, writers position themselves using “stance” markers, and they connect with readers using “engagement” strategies. My students look for ways their source texts demonstrate both stance and engagement, noting how these concepts are instantiated differently according to the context and purpose of the piece.   The course project builds throughout the semester; shortly after mid-term, students have found, evaluated, and summarized four sources, and they have matched quotes or paraphrases to show how sources confirm, expand, complicate, or contradict each other (and their own experiences). As we move into the home stretch of the project, students need at least one additional text or audio source, as well as an interview.  But many of the students hit a snag at this point: they struggle to find an additional source that fits smoothly into the conversation that is taking shape among themselves and their sources.   To address their concerns on a practical level and to reiterate our on-going discussion of voice, during one recent session I asked students to think about hashtags in social media contexts. What is the purpose of hashtagging a post on Twitter or on other social media platforms? How do hashtags express stance? Engagement?    I have just over 40 students in two sections, all of whom are working on the Bad Ideas about Writing project. After our hashtag discussion, students posted the citations for their first four sources on a shared Google doc, and for each one, they added four to eight hashtags to represent both their reaction to the source and the shared purposes of the classroom.  Their hashtags thus demonstrate both stance and engagement, as these examples from our document suggest: #scholarly, #wedontalllearnthesame, #lengthy, #Teachersneedbettertraining #Easyread, #longggggggg, #getadreamjournal, #goodread, #notaboutwritingbutstillgood, #literacyinstruction, #realworldexamples, #teacherPOV, #findyourvoice, #videoincluded, #fingeredspeech, #conventionalphrases, #howto, #followthesteps, #don’tbesohardonyoself, #followurownrules, #researchbased, #textingislikeasecondlanguage, #shortandsweet, #thanksPerelman,  #downwiththeessay, #outdated, #PurposeOfRevision.   The shared Google Doc, when complete, contained nearly 150 citations and accompanying hashtags, giving students a number of choices (vetted by classmates) for their fifth source. First drafts of annotated bibliography entries for these sources came in last week, and many students commented on the value of “shared legwork” on their research, while others noted how helpful the information packed into the hashtags was.   Do you use hashtags in your classrooms?  Do you teach voice, stance, or engagement? I would love to hear what is working for you. ... View more

Today's featured Bedford New Scholar is Dara Liling, who completed her MA in Rhetoric and Composition from the University of Maryland-College Park, where she also taught First-Year Writing and worked as an administrator in the Writing Center. Her thesis investigated contemporary multilingual activism rhetoric, particularly visual rhetoric including lawn signs and public art, and touched on issues of cultural citizenship, identification, and linguistic landscapes. She now works as an editor at NAFSA: Association of International Educators.   Most rhetoric and composition instructors are well-acquainted with debates of social justice that intersect with our work. Some main considerations we must grapple with on a daily basis include whether our expectations of good writing align with hegemonic constructs and the latent implications (racial, gendered, linguistic, etc.) that our assessments convey to students. While we may be used to contemplating these issues on societal, institutional, or programmatic levels, it is just as necessary to zoom in on social justice issues in writing pedagogy and assessment for individual writing assignments. For me, teaching and grading the annotated bibliography assignment has brought to light the necessity of paying deep attention to how we discuss and evaluate credibility, as well as the underlying messages about good scholarship that we perpetuate.   I suspect that the annotated bibliography assignment first-year writing instructors teach at the University of Maryland–College Park is pretty standard. This assignment is the first in a semester-long series of writing projects that each student completes on a topic of his or her choosing, culminating in a final 8- to 10-page research paper. The annotated bibliography entries are graded based on the degree to which students effectively address four criteria: summary of the source source use in upcoming assignments author bias credibility  It is the final criterion that gives me pause when considering whether my assessments are socially just.   While credibility may initially seem like a straightforward criterion that a source either has or does not have, scholarship and personal experience complicates this assumption. In this past, I had taught my students (as instructors had taught me) that there are a few qualities a source can display that deem it credible: Is it published in an esteemed, usually peer reviewed, publication? Does it cite other credible sources? Does the author have reputable qualifications, such as an advanced degree in the field or a history of publications and conference presentations? While I still agree that these are positive qualities for a source to have, and that it is valuable to teach students how to identify these qualities, I have also come to realize that equally valuable resources get lost (or even silenced) when we hold these stipulations as immutable markers of useable works.      Many before me have grappled with these lines of thought, questioning what forms of knowledge are vital for wholistic understandings and where these knowledge forms are present or absent. Much of this contemplation occurs in the realms of feminist rhetoric, public memory studies, and cultural rhetorics (to name a few). For example, Jones Brayboy and Bryan McKinley (2005) propose storytelling as an indispensable method for introducing marginalized experiences into canons of study, while lamenting that its validity is largely dismissed. Clare Hemmings (2005) proclaims that women and people of color have been excluded from big-name journals. And Nana Oesi-Kofi et al. (2010) acknowledge the lack of validity subjugated knowledge generally hold in academia. Together, this scholarship illuminates two premises: traditionally nonacademic forms of knowledge can be quite valuable to the learning and writing in which our students engage, but it is quite possible that such sources will not meet hegemonic definitions of credibility.   These issues transitioned beyond theoretical considerations for me when I was conferencing with a student during the annotated bibliography unit. He was inspired by personal experiences within his Filipino-American community to center his semester-long research on the lingering effects of colonialism on Filipino-American culture. He planned to investigate debates prevalent within the community about reclaiming traditional, pre-colonial culture versus creating a new culture that may abandon traditional cultural elements. (What an interesting topic!) However, some of his sources strayed beyond the credibility criteria. They appeared in publications that were outside of mainstream academia (and therefore cited in fewer academic articles than other sources); they pulled evidence from personal and community experiences, rather than academic sources. Did this mean, the student wanted to know, that these sources were not credible and unusable for the assignment?   Of course not. They capture viewpoints necessary for entering the key debates and responsibly representing multiple sides of the issue. So what could I do moving forward to better communicate these notions to my students? What could be done to improve my first-year writing pedagogy?   First, is to examine issues of public memory, situated knowledge, and exclusion early in the annotated bibliography unit. Encourage students to question and redevelop their own notions of credibility. How do they choose when a source they encounter in their personal lives is worthwhile to read or discuss with friends?   Second, is to revisit source use and expand on the purpose of this consideration. When is a traditionally credible source most appropriate? When is personal experience or other forms of situated knowledge most appropriate? What are the different effects of using one versus the other?   These are just two starting points for this social justice work, but hopefully promising places to push against hegemonic, limiting constructs of credibility.  ... View more

I'm interested in hearing your policy and innovative solutions to dealing with digital devices in the classroom. I'm forever telling students to put their phones away, even though my syllabus states there are no digital devices of any kind allowed in class. I know many instructors seem fine with students bringing laptops, ipads, and phones into class and using them. However, I can't tell you how many times I've passed by someone else's class and noticed students texting or surfing around on social media while pretending to take notes. Many years ago, I also taught in a room that had a bank of computers and had to constantly waste time policing students who were surfing around Google versus writing that day's essay. While I realize college students are supposed to be adults and some instructors just shrug it off if students are distracted with their devices versus engaging in the class, I personally find it distracting when I'm trying to work with students in a classroom. Plus, there are the obvious issues of cheating on tests and students not knowing what's going on in class if they aren't paying attention.  ... View more

Carl Rogers, for whom Rogerian argument is named, took a concept that worked in couples and small-group therapy and extended it to large groups, even nations. Rogerian therapy is based on nonconfrontational communication. This communication is hampered, whether in dealing with individuals or nations, by the fact that there is no longer anything approaching a shared worldview. Rogers wrote, “Although society has often come around eventually to agree with its dissidents . . . there is no doubt that this insistence upon a known and certain universe has been part of the cement that holds a culture together.” In the Rogerian approach to argumentation, when views of what that worldview should be collide, effective communication requires both understanding another’s reality and respecting it. I was reminded of Rogers’s emphasis on shared common ground after the recent midterm elections when I saw headlines like this one from the Wall Street Journal: “What the Midterm Election Shows: America’s Two Parties Live in Divergent Worlds.” Almost half of voting Americans revealed through their choices that they feel very real threats to their “known and certain universe.” There is no place in that universe for abortion, same-sex marriage, gender fluidity, or immigrants. Throughout the Obama years, as liberals cheered change, there was a seething hostility that the election of Donald Trump brought to the surface. America’s (liberal) dissidents, those who threaten the security of a white Christian worldview, have increased in number to the point that they too constitute around fifty per cent of the voting public. Rogers would advocate that the two sides come together by seeking common ground—seeking that which they can agree on as a starting point for discussion. That’s hard to do, though, when the two sides live in divergent worlds. President Trump’s strategy as the midterms approached was the opposite of Rogerian argument. He went on the offensive, attacking the other side rather than seeking common ground. He rallied his supporters around causes by attacking liberals and condemning them as threats to nationalism—which many on the other side read as white nationalism. He played on the fear of the “other.” He intentionally broadened the gap rather than trying to bring the two sides together because establishing common ground among his supporters was more important. He created common ground within his base by constantly stressing how the other side advocated policies that threatened his supporters’ world. A group of families traveling from Honduras to seek asylum in the U. S. became the equivalent of an armed force attacking our Southern border—and a threat to our way of life. A search for common ground could have focused on how to control our borders, but, with the elections looming, it was more expedient to constantly refer to the liberal desire for open borders, making liberals appear to be as far as possible from protecting the American way of life. Having a Democrat-controlled House next year may make compromise more essential, if not more palatable, for conservatives. There are just too many differences in worldview between Republicans and Democrats to make common ground appealing to either party. While the Right can argue that they are protecting the most basic of American values, the Left can argue that their beliefs are firmly grounded in our country’s beginnings as a nation of immigrants seeking freedom from tyranny.   Photo Credit: “Anger! A couple arguing :(” by Free Images on Flickr 08/09/17 via a CC BY 2.0 License ... View more

In a previous edition of The Story and Its Writer, we included a page illustrated and written in 2009 by Michael Kupperman titled “Are Comics Serious Literature?”  In the first panel, a cowboy answers in the affirmative, but in the next panel another cowboy answers, “I SAY THEY AIN’T.”  A violent fistfight ensues — a series of pictures illustrating “SOK!” “POW!” “BAM!” “BIF!” and “CLOP!” – as the first cowboy beats up the second. In the last panel, the winner says “NOW WHO ELSE SAYS COMICS AREN’T SERIOUS LITERATURE?” Kupperman is spoofing the comic book style he’s using to make his point, but in the process he shows his reader that supposedly childish graphics can answer serious questions.  Instructors and students who enjoyed the page-long story “Are Comics Serious Literature?” will be happy to learn that in May 2018 Kupperman published a new book, All the Answers, in which he again asks a serious question and answers it brilliantly.  It’s a graphic memoir, the same genre as the true-life stories told so well by Alison Bechdel and Marjane Satrapi in the recent tenth edition of The Story and Its Writer.  In All the Answers, Kupperman tries to solve the mystery of his father Joel Kupperman’s lack of emotional support during his entire life.  Joel Kupperman, currently living in a nursing home in the last stages of dementia, was a college professor of philosophy when Michael and his younger brother were growing up in rural Connecticut in the 1970s and 1980s.  The family had a secret — the boys were never told that their father had been a world-wide celebrity.  In the decade of the 1940s he had been a child prodigy star on a popular weekly radio quiz show out of Chicago called “The Quiz Kids.” Joel Kupperman refused to talk about or reveal anything about his past life to his children.  This emotional withdrawal had crippling consequences for his family.     In a recent conversation, Michael Kupperman told me that it was painful for him to return to his memories of childhood and create All the Answers, but it was even more difficult, as he said, “to sell my pain to a publisher” in order to come out with his story. “The Quiz Kid experience went, along with the rest of my father’s childhood, into a kind of locked box.  It was understood that talking about it would cause him pain, so we didn’t bring it up.  It wasn’t until I started really examining it that I started to see what it had done to him – and through him to me and the rest of the family.  His generation and the generations surrounding it were not about talking about stuff and dealing with trauma.” Kupperman feels that his earlier work, such as “Are Comics Serious Literature?” involved what he describes as “the absence of meaning.” His readers could decide if his drawings were funny or not, but as an artist he was “committed to the painstaking parody and reproduction of pop culture.”  It was only when Joel Kupperman began to suffer from dementia that Michael realized he had a very limited time left to ask his father about his earlier career as a Quiz Kid.  Joel continued to be evasive, but Michael’s questions were answered when he discovered five scrap books created by his paternal grandmother documenting Joel’s ten years as a radio celebrity, from the ages of six to sixteen. His father had hidden the scrap books behind a shelf at home in his library.  The photographs and mementos taped onto their yellowing pages became the source of the richly detailed visual world of the 1940s that Kupperman meticulously creates in All the Answers. As a precocious child, Joel had the ability to perform complex — if trivial — math problems in his head, and in the process remain unflustered while on the air in a coast-to-coast live radio show.  As an adult he was very modest; he never considered himself a genius because he possessed this talent. His mother had been his tireless publicist, continuously pushing him to meet prominent people who admired his plucky performances on the radio.  His fans were as diverse as the movie comedians Abbott & Costello and the industrialist Henry Ford.  Michael Kupperman believes that his father was promoted as a celebrity by the national radio networks and used as a non-threatening American symbol of the Jewish race to fight anti-Semitism during World War II.  His memoir is more than a personal story about his difficult relationship with his father; it is also about the country’s fascination with celebrities and our long history of religious intolerance.  I entirely agree with what Jake Tapper said about All the Answers on CNN: “Poignant and funny and sad.”   Ann Charters is the author of The Story and its Writer.  ... View more

I’m writing this post on November 5, the day before midterm elections, 2018, and writing with my heart in my mouth. Tomorrow, as I’m speaking to instructors and students at the University of Central Florida, our country will be making momentous decisions, from coast to coast, about the kind of citizens we want to be, about the kind of leaders we want to elect, about the kind of country we want our children and grandchildren to live in, and about the kind of language, discourse, and argumentative strategies we want our leaders, and our citizens, to adopt. To say I’m nervous doesn’t begin to describe this state of anxiety.   So tonight I am thinking of other times, other places, and specifically about the early days of this much-hoped-for democracy. I’ve had occasion to do so because this weekend I met my grandnieces, now 14 and 11, in New York for a weekend of theater. I had seen Hamilton when it first arrived on Broadway but not since; the girls had not seen it BUT know every single word of every song in the show, complete with accents and hip-hop beats. They were beside themselves with excitement as we walked the ten blocks or so from our hotel to the theater and waited in line to take our seats. The moment Aaron Burr stepped forward to sing How does a bastard, orphan, son of a whore and a Scotsman, dropped in the middle of a forgotten Spot in the Caribbean by providence, impoverished, in squalor Grow up to be a hero and a scholar? they were mouthing the words along with him, and they stayed on the edges of their seats through the entire three-hour show. And what do they think the show is about? They are pretty well up on the history, I was very glad to know; they have Miranda’s Hamilton book and read the essays in it along with his annotations of some of the key lines. Along with the rest of the crowd, they cheered when they heard There would have been nothin’ left to do For someone less astute He woulda been dead or destitute Without a cent of restitution Started workin', clerkin' for his late mother's landlord Tradin’ sugar cane and rum and all the things he can’t afford Scammin' for every book he can get his hands on Plannin' for the future see him now as he stands on (ooh) The bow of a ship headed for a new land In New York you can be a new man (and a new woman too, they said). And later they stood and cheered when they heard “Immigrants: we get the job done!”   So they know some of this very complex history of our early democracy, and they understand that they too are immigrants, that all Americans except for indigenous people are immigrants. And Hamilton has helped them understand this concept and apply it to their own lives—and to the arguments swirling around them and all of us.   Whatever happens tomorrow, I will be glad to have seen Hamilton again and to have had a chance to talk with young people about what they see in this play, what they hear in its lyrics and view in its moving choreography. And to have thought about what immigrants have brought to this country, and will continue to bring if we allow them to. We could do a lot worse right before this election than to listen to—and really hear—Miranda’s lyrics. When I meet instructors and students at UCF tomorrow, I’m going to ask how many have seen Hamilton or listened to the soundtrack—and hope that a sea of hands goes up.   Image Credit: https://commons.wikimedia.org/wiki/File:Alexander_Hamilton_portrait_by_John_Trumbull_1806.jpg (Public Domain) ... View more

Today's guest blogger is Milya Maxfield, an instructor in the Academy of Inclusive Learning and Social Growth and a writing center professional at Kennesaw State University. She has a BSW and an MAT in Secondary English Education, and her experiences working with individuals with disabilities inside and outside the classroom have shaped her areas of study, combining her love of digital spaces, writing, differentiation, and accessibility. At its core, the Academy for Inclusive Learning and Social Growth at Kennesaw State University and the Advanced Leadership and Career Development (ALCD) program are designed to be “fully inclusive” and help “students who do not meet higher-education requirements for admission” integrate into the general student population, giving them similar experiences and socialization to those of their peers. These shared experiences make an enormous difference as they leave college and enter the workforce (Migliore, Butterworth, & Hart, 2009). I developed this Communication Story Assignment for the internship class that Academy students take in the first year of the ALCD program. A communication story in the context of this assignment is an easily customizable, generally digital tool that individuals with disabilities use to teach others strategies for effectively and respectfully communicating with them (Pouliot, Müller, Frasché, Kern, & Resti, 2017). Students work on this project for the entire semester, completing mini-assignments and homework every week. The final product in my class is a 2-4 minute video and includes four main components: an introduction, their story, tips for communicating, and a conclusion. VERY IMPORTANT: If you are doing this activity with students with diagnosed disabilities, make sure that they feel comfortable self-disclosing. Reiterate that they only need to discuss their disabilities if they want to. Learning Outcomes Upon completing the assignment, students will be able to Record and edit footage using everyday technologies, such as their phones and tablets. Advocate for themselves using their Communication Story to negotiate a healthy and productive working environment. Note: Learning outcomes may vary beyond these initial two because scaffolding and differentiation are critical to this assignment’s success. Background Reading for Students and Instructors The St. Martin's Handbook: 16d, "Considering Visuals and Media"; 17b, "Writing to be Heard and Remembered"; 17d, "Practicing the Presentation" The Everyday Writer (also available with Exercises😞 3b, "Plan your Text's Topic and Message"; 3c, "Consider your Purpose and Stance as a Communicator"; 3e, "Think about Genres and Media"; 3f, "Consider Language and Style" EasyWriter (also available with Exercises😞 1c, "Considering the Assignment and Purpose"; 1e, "Reaching Appropriate Audiences"; 1g "Considering Time, Genre, Medium, and Format"   Procedure Prewriting and Planning On the first day of class, we have a class discussion about what my students find challenging in their internships and jobs, particularly those difficulties which involve communication (and miscommunication). I show my students two videos: Disability Sensitivity Training and Young Stroke Survivor with Aphasia: Laura. We discuss what components of the videos we liked and what we might want to implement in our own videos. Using the "Do This, Not That" Graphic Organizer, students write: What people should do or not do when communicating with them Example: Use my name when you want to talk to me. How individuals can implement these tips Example: Start a sentence or instructions by saying, “Milya...” Why doing these things would help them to better communicate Example: Sometimes I don’t know that people are talking to me because I’m so focused on doing my own thing. How it makes them feel when individuals accommodate these communication strategies Example: I know that the person really wants to talk to me and values what I have to say. Write, Write, Write, Revise, Revise, Revise Students expand the “Do This, Not That” graphic organizer entries to build the first draft of their scripts: Example: When you want to talk to me, start your sentence with my name, Milya. Sometimes, I don’t know that people are talking to me and it seems like I’m ignoring you when I’m really not. Signaling that you want me to be a part of the conversation makes me feel like you value my opinion and want me to participate. Students are put into pairs and given a cut-up version of the transcript of the Young Stroke Survivor with Aphasia: Laura video. After they piece it back together, we have a class discussion about what information each piece of the script contains and why they decided to put the pieces in the order that they did. Based on the order and information the class decides on, we build an outline for what each section of their videos should include: Introduction: name, major, year in school, career aspirations, relevant interests Story: who they are, how they got there, and why they are making this video Tips: 3-5 of their best tips for communicating (either dos or don’ts) with justifications Conclusion: most important takeaway and a thank you Before students begin filming, they peer review each other’s scripts.   Filming/Creating This is the part of the assignment that is most variable depending on what your final product looks like and which technologies you plan to use. Almost all of my students used the cameras on their phones, tablets, or laptops to record themselves. While some edited in additional content, such as pictures or additional videos, most recorded the video in one take and did not use any video editing software to make changes. Scaffolding/Differentiation The number of ways to scaffold and differentiate this assignment are as unique and varied as your students, but here are a few suggestions that worked for mine: Allow students to handwrite, type, or dictate using a speech-to-text program. Provide a list of possible tips for students to choose from. Use additional graphic organizers to help students write their scripts, especially the introduction and the conclusion. Reflection Because this assignment was designed for an internship class, it needed to have immediate, tangible, practical application for the students. More than helping others communicate with them, this assignment was designed to help my students identify and address communication barriers in a proactive, productive way. On the first day of class, one of the things we talked about was how we cannot control how others interact with us, but we can choose how to interact with them. Most of my students feel hurt when they are treated differently, so they were thrilled at the opportunity to help others “treat them normally.” From listening to their struggles—and from struggling myself to find alternate ways of explaining concepts in class—I’ve learned just how much the environments they interact with are not designed for them. As I have searched for resources to assist my students, I realize they have to accommodate others far more often than they are accommodated. While I hope creating this video is indeed a learning experience for my students, I also recognize that by interacting with them and learning to see from their points of view, I may be the one who benefits most from the project. References Pouliot, D.M., Müller, E., Frasché, N.F., Kern, A.S., Resti, I.H. (2017). “A tool for supporting communication in the workplace for individuals with intellectual disabilities and/or autism.” Career Development and Transition for Exceptional Individuals. 40(4) 244-249. doi: 10.1177/2165143416683927 Migliore, A., Butterworth, J., Hart, D. (2009). “Postsecondary education and employment outcomes for youth with intellectual disabilities.” Think College: National Center for POstsecondary Education for Students with Intellectual Disabilities. Vol. 1. ... View more