Saturday, November 21, 2015

Links for #NCTE15 #G18

Writing to Read; Reading to Write Workshop -- online and social annotation tools are here:

The Citation Project:

Reading with writing is better than reading with just a highlighter (This also shows social annotation in use.):

Visualize Sources by Doug Downs & Bedford/St. Martin's

How to Cite a Cereal Box by Martine Courant Rife:

"Believing Game" by Peter Elbow:  (See also for more of his work.)

A summary of Peter Elbow's Believing and Doubting Game:

"Theft, Fraud, and Loss of Voice" from Transition to College Writing by Keith Hjortshoj:

Bedford Research Room by Mike Palmquist (bewhiskered and will move soon, grab the downloads asap):

Teaching Arguments from Dartmouth Writing and Rhetoric Program:

Chapter 1, "Language and Experience" from Language and Learning by James Britton:

"Writing and Reading in the Classroom" by James Britton, 1987 report, NWP Site:

Threshold Concepts and Information Literacy:

Five Things You Should Read About Threshold Concepts, from ACRL:

Saturday, March 21, 2015

Making and Sharing Knowledge: Textbooks' Roles in Academic Disciplines

Textbooks Convert Scholarship to Pedagogy. 

A crude rendering of Kandisky's metaphor from Concering the Spiritual in Art

Here're some of our recent and popular titles informed by the scholarship of their authors:



Writer/Designer by Arola, Ball and Sheppard



Understanding Rhetoric


Joining the Conversation by Palmquist and Wallraff


Writing About Writing by Downs and Wardle


Stuff to read:

Monday, March 16, 2015

Valdosta State Workshop: Small Steps Lead to Big Strides

Welcome to the resource page for today's (March, 16, 2015) conversations and workshops. 

Here are ten premises for today's work:
  1. Every professor already teaches with technology.
  2. Every professor already teaches a hybrid course.
  3. Different technologies offer different gifts for teaching and learning, opening new doors and giving professors more options when designing an assignment or a course.
  4. No professor has to be an expert at any given technology to use it.
  5. Students may be digital natives when it comes to using technology socially, but they are decidedly digital strangers to using technology academically. 
  6. Teachers should never work harder than their students.
  7. Students really do want to learn, and will work hard in a course if they understand the value and purpose of the course work.
  8. Both teaching and learning can and should be hard fun.
  9. Failure and mistakes are not only o.k. in a course, they're necessary and sometimes even cause for celebration.
  10. Students can transfer skills learned in writing courses to other course and writing down outside of courses -- if they are taught how to transfer those skills. 

Readings I Always Recommend:

  James Lang on teaching transfer:
"Why Don't They Apply What They Learned,  Part I" and Part II

Daniel Willingham on understanding transfer:
"Why Transfer is Hard." -- from his collection of online articles on how students learn at

Paul Krebs on learning from mistakes in the humanities:
Robyn R. Jackson on the first two steps on not working harder than your students:
"Start Where Your Students Are." and "Know Where Your Students are Going," chapters 1 and 2 from her book, Never Work Harder than Your Students & Other Principles of Great Teaching.

Other good stuff:

"The Processing Demands of Writing" by Mark Torrance and David Galbraith in The Handbook of Writing Research ed. by Charles A. MacArthur, Steve Graham, and Jill Fitzgerald via Google books at  You can purchase the full book directly from Guilford Press.

Addressing plagiarism by Nick Carbone:

Seeing the Field from the Field, Nick Carbone --

The Writing Classroom as Functioning Ecology and Economy,

Charles Moran, "From High-Tech to a Low-Tech Writing Classroom: You Can't Go Home Again."

Stuff we happened upon during discussion:

The Citation Project by Rebecca Moore Howard and Sandra Jameison:

Nick Carbone's experiment analyzing grammar checkers (scroll down to posts on the grammar checker analysis):

Handout on turning essay into list of sentences: Scroll down to entry by Nick Carbone