Doug probably won't be surprised to know I have a bit more to
say -- I'll keep this short, though, and respond immediately to
the question about "electronic environments." I'm only teaching
occasionally now, but in the last few courses I taught
regularly, and in the one I'm co-teaching this term with Thom
Parkhill (whom some inkshedders may remember; he's been with us)
I use inkshedding regularly, and now most of the time it's
online. The most common use is what I'm doing this weekend, in
fact: I've posted three short texts which I hope will stimulate
students to think about how context shapes meaning (e.g., in the
case of irony) on a Web site, and set up for each an online
forum (using our current CMS, Moodle). The assignment is to read
each text, and then immediately inkshed for five minutes.
There's a deadline for doing this, after which the assignment is
to read as many of the inksheds of others as you can and respond
"thoughtfully" to a minimum of three. And then, of course,
respond further if you like. In class on Tuesday I'll have
printed out most of the inksheds and responses, give small
groups each a set to decide on what passages they'd like us all
to notice, and with some luck discussion will ensue. Since in
this case the aim is to increase self-awareness about reading
(what contexts do _we_ bring to these texts -- and to each
other's texts?) I think the reasons I might do this are pretty
clear.
-- Russ
> Hi all,
>
> I am planning to make an informal presentation to a local writing
> conference here in Virginia on using Inkshedding in the
> classroom. I know that some dedicated Inkshedders have made this
> switch from a conference tool to a classroom tool, and I'd really
> appreciate it if you could share your stories of what you did
> with it. Specifically, I'd be interested in hearing:
>
>
> * Which courses did you used it and how much?
>
> * What makes you think it's more valuable than old standbys
> like journaling, freewriting, etc.?
>
> * How have you adapted the basic formula of listening to a
> few presentations, writing comments by hand and throwing them in
> a pile, trading them around, and eventually publishing excerpts?
> Have you tried it in electronic environments, for instance?
>
> * Have you received any feedback from students?
>
> * Are you aware of any potential drawbacks to this
> practice? How have you worked around them?
>
> * If you tried it and stopped, what made you stop? In what
> ways did Inkshedding fail to live up to your expectations?
>
>
> And of course, anything else that you think might be helpful for
> others to know about Inkshedding. If you're aware of others who
> have written about the subject, that would be really helpful too
> - I have Russ Hunt's well-known piece "What Is Inkshedding," but
> I'm sure there have been others buried in the Inkshed newsletter
> archives and other places.
>
> Thanks in advance,
>
> Doug
>
> Dr. Doug Brent
> Professor, Department of Communication, Media and Film
> University of Calgary
>
> Visiting Professor (August 2014-May 2015)
> Department of English
> Old Dominion University
> Norfolk, Virginia
>
>
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> [log in to unmask] or, if you experience
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>
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> -=-=-=-=-=-=-=-=-=-
>
--
Russ Hunt
Professor Emeritus
Saint Thomas University
http://www.stu.ca/~hunt
-=-=-=-=-=-=-=-=-=-
To leave the list, send a SIGNOFF CASLL-L command to
[log in to unmask] or, if you experience difficulties,
write to Russ Hunt at [log in to unmask]
To view or search the list archives, go to
https://listserv.utoronto.ca/cgi-bin/wa?A0=CASLL-L
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