Writing Studies 101

What should teachers be able to do with technology?  Nice recent post from 10 august 11 by Linda Aragoni on her website.  Very nuts and bolts skills list.  I would like to add to this list from a philosophical perspective.  What should teachers be able to think about technology?

Challenges of training our next generations to be successful in the coming workplace environments.  Interviews with business leaders and experts in education.

Poverty rate for children is up 18 percent in 9 years.  31% of U.S. children in 2009 lived in families with no full-time working parent...

 DiscoverText's latest feature additions can be easily trained to  perform customized mood, sentiment and topic classification. Any custom  classification scheme or topic model can be created and implemented by  the user. Once a classification scheme is created, you can then use  advanced, threshold-sensitive filters to look at just the documents you  want.  You can also generate interactive, custom, salient word clouds using  the "Cloud Explorer" and drill into the most frequently occurring terms  or use advanced search and filters to create "buckets" of text.  The system makes it possible to capture, share and crowd source text  data analysis in novel ways. For example, you can collect text content  off Facebook, Twitter & YouTube, as well as other social media or RSS  feeds.  Dataset owners can assign their "peers" to coding tasks. It is simple  to measure the reliability of two or more coder's choices. A  distinctive feature is the ability to adjudicate coder choices for  training purposes or to report validity by code, coder or project.

Professor of 500-student class sets his students up to get an old test.

Short essays on various topics, posted links to Twitter.

Answer questions.

"But not knowing what plagiarism is isn't really the problem. It'sunfortunate that right now the university is cracking down so hard onplagiarism. And the reason the university is cracking down so hard on plagiarism is because their product is less and less valuable thesedays. When students plagiarize, there's an implicit recognition that"I'm just doing this for the grade." That's why they do it. And that'sthe way that the majority of students look at the university, and havebeen for some time now."

Boredom for a subject does not reflect a defect in the subject, but in our understanding of it. In the ears of the ignorant, a foreign language is a monotonous barrage of meaningless intonations, but knowledge of its grammar transforms sound into speech, capable of conveying Shakespeare's or Plato's meaning. The surface of Mars seems to me a tiresome landscape of red dirt, but to an astrophysicist who speaks the obscure language of rocks, it is a crossword puzzle written by the Big Bang. We protest to the passionate not to bore us with details, not realizing that lack of details is precisely what bores us, for details reveal the richness and inner coherence that are invisible from a distance, as a microscope reveals teeming life in a drop of muddy pond water. ...

Telling your stories and making millions by giving your personal advice to others.  Burchard has videos here on how to give great advice.  He has spoken at Tony Robbins' seminars.

More than 1 million questions answered! Allexperts.com is the oldest & largest free Q&A service on the Internet.

Working from a theoretical framework deeply informed by New Literacy Studies, activity theory, and what Paula Matttieu calls "the public turn" in composition studies (Tactics of Hope, 2005), this video presentation describes a new, deeply integrated model for writing programs, writing centers, and libraries. The video begins with a brief history of our writing center (established in 1977) as a "Responsive Writing Center"-responding to students both pedagogically (North 1984; Harris 1995; Brooks 1991) and politically (Grimm, 1996; 1999; Boquet 1999; Cooper 1994; Lunsford 1991). Building on Linda Adler-Kassner's recent work, especially The Activist WPA: Changing Stories about Writing and Writers, we argue for a writing center that has as a key objective "activism" more than "responsiveness." An "Activist Writing Center" serves as both research hub and campaign headquarters for Adler-Kassner's "story changing" activities. Of course this new writing center is also a Responsive Writing Center (politically responsive, pedagogically responsive), but a key mission of this center is its activist role--changing stories about writing and writers by collaborating (deliberately and systematically) with the library, technology services, and campus writing programs (first-year writing, writing across the curriculum programs) in order to collect, tag, and archive new, previously untold or simply under-told stories about writing and writers. We are doing this work in conjunction with the Council for Writing Program Administrators Network for Media Action initiative and the National Conversation on Writing (established 2006), as we see this as a concrete project through which The Activist Writing Center can be conceptualized and enacted.

Interview with Mike Rose by NPR.