Weekly Blog (12 total)
Photo: Possibilities. Heather Julien.
Description and expectations. Blog posts constitute your most frequent writing mode. Over the semester around half of the words you submit as assignments will constitute blog posts, so make the most of them. While they are only 300-500 words each, they are meant to be a significant part of the class. Blog posts must:
-seriously and originally engage in the material
-critique, analyze, pursue an idea with coherence
-attempt to engage your peers, myself, and potential readers of your site
-deploy tone purposively to suit your goals
Blog posts should not contain more than 3 sentences of summary for outside audiences, try to constitute a mini essay, or be overly informal. After reading one another’s blogs you will selectively hyperlink to one another.
prompts/blog posts due
1 proposed autoethnography topic, including authentic questions
2 reflection on 2 handbooks so far (Writer/Designer ch 1 & Writing & Editing chs 1, 2) (9/15)
3 "what makes a good infographic" or: open prompt
4 interview question drafts
5 list/describe project stakeholders (see ch 4 Writing 10/4)
6 personal philosophy of writing. Just like a philosophy of coaching, teaching, business, swimming, or anything else, this statement is about *you*, your values, your experiences, your making sense of the activity and results of the thing we call writing. This may involve you reflecting on extra-curricular writing you do, school writing you do.
How have you evolved as a writer throughout your life?
What do you love or hate about the writing process or products?
What have you learned in writing classes that has proven true, useful, or the opposite?
What is the activity of writing akin to?
Can you develop a metaphor for writing?
How has your writing evolved since high school?
7 How might you use your domain once English 101 is over? What coursework, extracurricular work, or other content might you want to show audiences? Whom will you share it with, and by what means?
8 Reflect on the discourse communities touched on or by your autoethnography. Who are the groups of individuals or stakeholders you reference in your project? What other groups may function as an audience? In what ways to they construct knowledge about your topic differently? E.g., athletes by personal experience, non-athletes by observation. In what ways is their knowledge about the topic, or the way they construct it, overlapping or different? Describe the needs or demands you felt as a writer in writing about this topic (e.g. "exigence") (who needs you to write about it, who needs to understand it, etc).
9-12 open prompt (e.g. write about required readings)