Category Archives: View all teaching resources

First-Year Composition

fyc_portfolio1
Click to view Jenna’s portfolio

Jenna composed her portfolio for Joe Cirio’s ENC 1102. Jenna’s portfolio is a nice example of coherence between a portfolio’s theme and the texts that she included. Her theme — quilting — is an interesting way of communicating how she understood the process of selecting, arranging, and reflecting on her work. Her “My Journal Entries” page is a particularly nice enactment of her quilting metaphor.

  • Click to view Heather's class's showcase and Heather's reflection

In the tradition of the published course journal, Heather Lang and Bruce Bowles Jr. have published their students’ work online as part of their class’s coursework. These showcases provide a unique, contextualized insight into students’ work, and in this case, that work takes the form of multimedia and multimodal projects.

Heather’s “Writing about Public Service and Community Change” showcase includes relevant materials (her syllabus and assignment sheets) with a collection of collaborative portfolios.

Bruce’s showcase of student work is a selection of individual works that span across the course of the semester. In his note on the frontpage of the showcase, Bruce emphasizes the idea that the sum total of these project cover a range of sports and sports events.

Teaching Resources and Assignments

  • Click to view "Teachdock"

Lolcats and Writing: Teaching Rhetorical Circulation through Memes

David’s “Lolcats and Writing” is a project he developed to teach students about rhetorical circulation and transformation. In this digital text, David provides definition of concepts, a pedagogical rationale, and the assignment sequence.

I Learned it through (the) Grape Vine

Joe developed this assignment as an entry in the 21st Century Literacies Lecture Series.  Joe’s assignment asks students to use the social media site Vine as a composing platform.  In asking his students to use Vine, Joe hopes to bring together everyday literacies – mediation and remediation – and school-based literacies – critical literacy and critical reflection.

Rhetowriters: A workspace for composition, rhetoric, and writing

David’s “Rhetowriters” is both an online syllabus and a space where his students maintained blogs and contributed to wikis. Developed using Drupal, David’s course site is an example of viable option for those teachers who resist using platforms like Blackboard to administrate their course.

Teachdock: Exercises, Projects, and Teacher Resources

Teachdock is a searchable database designed to complement FSU’s Inkwell and the McCrimmon Award archives. Unlike those spaces, Teachdock does not have an editorial board, and it does have a comment function. For more information about Teachdock, visit the site’s about page.

Because of privacy concerns, the site is password protected. You will need to make a username and password with a @my.fsu.edu or a @fsu.edu account.

#teachwithtwitter

In recent years, several FSU instructors have incorporated Twitter into their classroom. The visual below represents hashtags that are currently active in the Department of English’s courses.

teaching_twitter

Referring to the chart above, the blue line represents #fsu1145‘s activity on Twitter, and the red line represents #fsuwepo‘s Twitter activity.

As part of a larger pedagogical strategy referred to as #teachwithtwitter, this teaching strategy has two goals. [1] #teachwithtwitter seeks to bridge students’ existing and developing literacies, and [2] #teachwithtwitter fosters a community of collaboration and participation both inside and outside the classroom.

Example of #teachwithtwitter

This example of a #teachwithtwitter pedagogy comes from Molly Daniel’s WEPO course. Tweets were compiled and arranged with the Storify platform.