Enhancing Traditional
Pedagogies with Technology
Panel: Enhancing Writing
and Discussion through Technology
Presentation: Borrowing Back from
Atwell et al.: Using Bulletin Boards
in a Process-Portfolio-NetworkWorkshop-Lecture FYC Course
Angelo Bonadonna
bondaonna@sxu.edu
Saint Xavier University
Alverno College
September 30, 2000
Genesis of English 101-07?
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bonadonna@sxu.edu
Fall semester 1999
Clearwater Beach CCCC Winter
Workshop, 1998
Nancie Atwell-Kenneth Burke
Linus Torvalds
NCATE
Love of tinkering in uncertainty
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English 101-07
Syllabus
5 interrelated
strands of current
composition and
teaching theory
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Portfolio Class
Networked Class
Collaborative Learning/
Workshop Class
Process Class
Traditional Lecture-Discussion
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I. Portfolio Class
A portfolio is a collection of documents that
functions as a completed product of a project
as well as a presentation of the process that
led to that product. A portfolio gives a full view
of all the diverse factors and components that
go into the creation of a piece of writing, from
its inception, through its initial drafts, to its
editing and revision, peer responses, and so
on. A portfolio is valuable to an outside
onlooker attempting to someone’s work—but it
is also valuable in helping a writer understand
the growth processes involved in creating the
Course Portfolio--or
Webfolio
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Your major class project this
semester is the creation of a
course portfolio, which will be an
inclusive compilation of all the
writing you do for this class. This
class, however, presents a twist—
for your portfolio, rather than
being printed on paper and
inserted into a binder, will be
entirely electronic—posted and
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stored at our class Web site.
II. Networked Class
Just about all of our class work will be shared with
a network consisting of your classmates in this
course. Some of the materials you post on the
network (i.e., our class Web site) will be created
during class time or while online at the site. Many
materials, however (e.g., your papers) will be
written while you are offline, typed into your word
processor, and then uploaded to the site. The
network environment will enable communication
amongst classmates and access to class materials
throughout the week. Each Tuesday of the
semester we will meet in the computer lab (L-210)
III. Collaborative Learning/
Workshop Class
You will participate in a writing group—you
plus four classmates—who will work
together to discuss writing projects. You
will post papers, perform peer critiques,
conduct discussions of class readings, and
generally collaborate to write and learn
about your writing processes. Our Tuesday
class session will be dedicated to
individual/group work in the computer lab,
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L-210.
IV. Process Class
The “writing as process” movement
began about 30 years ago among
various scholars and teachers of
writing, and it has brought about
radical and widespread changes in
the way writing is taught. Among
other things, the movement has
brought about widespread agreement
that there is a big difference between
a writing product and the writing
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process that results in the product.
Teachers began to realize that they taught writing
by telling students what the qualities of a good
writing “product” were (e.g., coherent, unified,
well-developed, vivid, lively, detailed, etc.)—but
they never really explained to student how to
produce those qualities. So researchers began
focusing on the processes that writers engaged in
when good products were produced (processes
like pre-writing and rewriting, conferring with
others, reflecting, etc.) In this class there will be
many opportunities (that’s a teacher’s word for
“requirements”) for you to reflect on your own
writing processes— specifically in a “process
reflection paper” written in class the day each of
V. Traditional LectureDiscussion Class
Each Thursday I will lead
class in a discussion of
writing topics, student
papers, and group work
This format of class should
be pretty familiar to you, so I
probably don’t need to say
too much about it here.
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Class Activities-Tuesday Routine
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St. Martin’s Chapter Discussions
drafting
process reflections
Korrectnes Korner
Technology Challenges Log
Dialogues with group/chat
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Class Activities-Thursday Routine
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mini-lessons
read-alouds
discussions
whole-group edits
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Course
Assignments
Portfolio
St. Martin’s Papers
Group Chapter Discussions
Audience Reflections
Process Reflections
Technology Challenges Log
Korrectness Korner Log
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Electronic Portfolio
Your electronic portfolio will consist of all
the major writing you do for this class: the
five St. Martin’s papers, group chapter
discussions, process reflections, audience
reflections, the log of Technology
Challenges, and the Korrectness Korner
log/essay. You will use your student
home page (at the course Web site) as a
kind of “table of contents” that contains
links to each of the portfolio components.
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St. Martin’s Papers
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Five are required. These papers
comprise the major “products” of
the portfolio “process.” Each paper
will be about 1000-1250 words in
length (4-5 pages typed) and will be
based on one of the chapters in
Part One of the St. Martin’s Guide.
Groups will be able to choose which
paper project (i.e., chapter) they
want to work on when, with the
exception of the final paper, which,
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for all, will be a profile paper.
Group Chapter
Discussions
On the first Tuesday of each
paper project, groups will
conduct an online
discussion of the St.
Martin’s chapter that
provides guidance for the
current paper project.
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Audience Reflections
On the Tuesday before each of
your final four papers is due, you
will need to have your outside
audience reaction paper posted at
our Web site.
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Process Reflections:
On the day papers are due, you
will write an in-class reflection on
the processes you employed to
write your paper.
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Technology Challenges Log
This log will be a classwide forum at
which I expect you to participate, on
average, at least once a week. This
will be a place for you to ask
questions, share victories, confess
defeats, look forward to the next
hurdle.
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Technology Challenges
Log
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Obviously, technology is an
important component of this
course (as it will continue to be in
life outside of school), and my
premise for requiring this log in
this class may be stated as
follows: You’re not doing your
job as a student in higher
education if you’re not faced with
a series of new challenges
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Korrectness Korner
While it’s helpful to have a somewhat
ironic attitude about an emphasis on
correctness, it’s also crucial that you,
as a student, improve your ability to
write correct English. I think one way
of doing this is for all of us to become
teachers of one another.
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I would like you to log in two types
of correctness episodes: instances
when someone pointed out an
error you committed, and instances
when you pointed out someone
else’s error. In life, it’s often rude
to point out to others their errors in
correctness. But in a workshop, it’s
an essential activity—provided it’s
done with tact, and as only a small
proportion of the overall feedback
respondents give one another.
We’ll discuss these issues at some
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length.
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Omitted Slides
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Required Book
Details of Grading Policy
Policies
Attendance and Participation
Remote Login Procedure
Other Policies
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Varieties of Online
Composition Courses
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Daedalus
Connect.net
CommonSpace
Blackboard
vs. the simple beauty of
. . . the bulletin board!
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Web Addresses of
Online Composition
Software Providers
Daedalus
Connect
CommonSpace
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http://www.daedalus.com/
http://www.wwnorton.com/connect/
http://www.sixthfloor.com
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Web Addresses of
Presentation Materials
English 101-07:
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PowerPoint
Presentation:
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bonadonna@sxu.edu
http://english.sxu.edu/wcb/schools/
SXU/efl/abonadon/7/
http://english.sxu.edu/bonadonna/
lfcc/borrowing.ppt
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