Web Writing Woes

I all ready did my blog for this week, but today's discussion lead me to thinking about enough that I decided there was one more good ramble in me this week.

Let me start with a bit of background in my interest on this topic. My first year of teaching and, to an extent still to this day, www.webenglishteacher.com was my best friend. For someone just starting up in the world of teaching English, be it literature or composition -- this website was a godsend. It has lesson plans, unit plans, examples, citation how-tos, and links to author bios and university writing centers. But, best of all was its wide array of samples papers and projects.

I think that a similar site on a more local level for MSU would be fantastic! Regardless of whether a prof or a GTA is new to teaching itself, taking on a new class or position can be daunting. To be able to point a student (or myself) to a model position paper could save a lot of time and confusion. This is not to say that the website would replace teaching, but it would be an un-valuable resource.

As for how to do this....does it have to be large and complicated? Today, Dr.Cadle mentioned that it's easier to get grant money if the grant-givers see that something is all ready being done. Now, before I make my suggestions...let me give the disclaimer that I am not especially internet saavy. I can point and click and use it for research, but my only web design experience is two painfully set up semester long websites for literature classes as an undergrad. ANd I used geocities web-builder for those.

But my question/suggestion is: why not set up a website, using Dreamweaver or whatever the preferred webdesigner is, and put together a basic site. Have a section for models of the various types of 110 (and/or 210, etc) papers, a section assignment sheet models, unit plan ideas, etc...?
I understand that this would take time and effort in the gathering of said models and web designing, but I see more merit in starting a separate basic site than trying to somehow incorporate this level of accessibility and communication on Blackboard. I DO use Blackboard with my classes, but only for the Gradebook (as I find it easier than constantly having students email and question me on what their grade is) and to post copies of assignment sheets so that students will be accountable for that.

I will continue to ponder on this, but these are my thoughts so far.

Assessment Week

Assessment, formal assessment anyhow, is the hardest thing for me to pin down. I imagine that is the case for most teachers. I have no trouble with progressive assessment, or whatever you would call monitoring and discussion based assessment...but I have trouble deeming someone's written work as 'good' or 'bad', especially if I can tell that they have worked hard on it and/or if it's a great improvement over previous papers. With the papers that are an improvement, I always have to stop and think about whether I should give it the "C" that it deserves or to give it an "A" or "B" because it's progress.

Rose's "Language of Exclusion" was interesting for me to read. It had some of the same concepts as Lives on the Boundary did, but the presentation and his writing style were very different. I realize that the shift in style is due to the difference in audience, from that of educators and pedagogy students to a more formal academic venue; but it was still strange to go from the almost friendly tone in Lives to this article.

Reading this article also made me think about my own means of assessment. I am a fan of rubrics, both as a student and as a teacher. As a student, I like to see the areas that I need to work on. It doesn't matter if there are points or simply a checklist like the rubric we discussed in class. Rubrics also show what the teachers value...and I'm sorry, but it's important to know what the professor wants. As much as what should matter is becoming a stronger writer...you sort of have to take on the professor's values as your own for the duration of that class.

I know that Rose would not agree with most of the rubrics I use for my classes. They are not wholly grammer/usage based, but I believe that if the grammar and mechanics are so poor that it disrupts the flow of the paper....it should affect the grade.

All of the above rant aside, most days I wish that (after the basic level classes are over) there would be no grades, only comments and working on improvement in writing. My ideal writing class would have units such as: Style, Diction, Flow/Organization, Thesis. Now, I don't think this would work for basic level writing....