There is a paradox to literacy in our contemporary societies. This generation – sometimes called digital natives – read and write more than any other in history; yet, they are also as adverse to writing activities as all others. Go ahead, and ask any student on any college campus when was the last time they … Continue reading What Does It Mean to Write in an Everyday Life?
My research shows that these writers and communicators disambiguate rhetorical knowledge in genres in terms of textual purpose, audience expectations, writer’s tasks and discursive forms. These discrete understandings are integrated in their performances through this conceptualization of writing genres as textual transactions. Approaching communication in such terms shows how writing tasks can be framed to help writers negotiate readers’ interests, constraints, and values in generative ways in genres.
The field of writing studies has been arguing for decades about disposing of current-traditionalism (CT). Scholars, professional groups, graduate students, and even deans now advocate for teaching written communication in other ways. These new paradigms, collectively known as post-process, have shown considerably better student outcomes and improved teaching experience. Yet, the fact remains that they … Continue reading Zombie Paradigms in the Classroom: Assuaging the Problems of Current-Traditionalism
It seems almost too simple to consider, but sometimes the reason students do not do the reading for class is because they don’t know how to do it. This is not to say that they do not possess the actual ability to read texts at the college level, more so that they are unable to read skillfully – effectively and efficiently for college purposes.
The efficacy of asking people to attend workshops so often is debatable. In my own opinion, it is actually counterproductive to what we want to do. With so much information being channeled to people on so many different digital platforms, most of it, I think, cannot be take up and absorbed. It mostly becomes exercises … Continue reading Workshopping Workshops
I wanted to tell him that I read those words in a novel for class. In it the speaker - in one of many equivocating asides - expounded on how living in a city in India makes everyone develop a type of cataracts. Beggars, in all their motley shapes and forms, are so natural to our cities that they have become invisible. The are the unsubstantial beings, cloaked like poltergeists or djinns, that our minds filter out as we navigate the city.
Online courses can easily become too overwhelming to understand. This has less to do with the learning materials and activities and more about how the information and instruction has to be delivered through writing in the online format.
The name alone is enticing enough. It is the neatly packaged moniker which perfectly hooks the reader – in this case, me – who might be interested. I pointed at it for the boy minding the store. He labored out of his seat, and seeing what I was pointing at, said: “Do you really want to see it? Are you going to buy it? It’s really stuck in there; will be hard to get out. Why do you want it anyway?”
The avenue leading up to the mazaar was much wider than any other road I had yet seen in Sylhet. Cars were parked in a row along the middle of it as apposed to the side: it used a system of parking completely different than what I was used to. Stalls stood on both sides of the avenue, which gave the place the look of being more a peddler trap than the ascetic shrine the word mazaar conjured up in my mind.
Rhetoric and composition and first-year composition, especially, are particularly well placed to provide information and teaching materials in an open manner. Because much of the work we do and focus on is communication and writing, in particular, we don't have to adhere to any proprietary materials.