Thanks Russ. Everyone seems to have a bit different take on how they use the practice, but the common denominator seems to be sharing and discussion -- freewriting given an audience.
-----Original Message-----
From: casll-l: Canadian Association for the Study of Language and Learning (Inkshed) [mailto:[log in to unmask]] On Behalf Of Russ Hunt
Sent: January 30, 2015 4:56 PM
To: [log in to unmask]
Subject: Re: Pedagogical uses of Inkshedding
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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>
--
Russ Hunt
Professor Emeritus
Saint Thomas University
http://www.stu.ca/~hunt
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