With the start of classes a week away, I can ignore my syllabus no longer. Luckily, I have the fortune of being scheduled to teach a class I’m particularly excited about teaching–a course on digital genres I proposed in January and that will be cross-listed between English and Communication. Having benefited from others’ syllabi in the past (and this time specifically indebted to Carolyn Miller’s and Alice Daer’s), I thought I would make a draft of mine available online for anyone else developing a course on digital genres. Doubtless, I’ll be revising substantially, both now and in future, but it’s a start. I’d love to hear from anyone borrowing (and improving!) parts of it: Reid_ENG COM 395 Digital Genres Syllabus_Fall 2015
Next week is spring break for me and while I’m disappointed that most of it looks like it will be rainy, that’s probably for the best since I’m still finishing up my talk for CCCC the following week. This year, CCCC will be in balmy Tampa and I’ll be presenting on “A Technologized Writing Pedagogy: Teaching the Writer’s Tools in FYC” during a session on “Pedagogy, Multimodality, and Digital Technology.” I’m engaging with the question of what role explicit instruction on technology can play in the writing classroom, a question compositionists have gone back and forth on. It’s still common to hear writing instructors say that they don’t want to waste classroom time teaching how to use particular technologies. I’ll be engaging with that question through the lens of Activity Theory and Stuart Selber’s work on multiliteracies and sharing my own attempts at technologizing my pedagogy by teaching the writer’s tools explicitly to students.
A link to my handout: E08 Reid CCCC 2015 Handout
Spring is conference season in my world, which means I’m currently hard at work writing and revising. I’m excited about the two talks I’ll be giving next weekend at the North Carolina Symposium on Teaching Writing. The first is a talk I’m giving with Keon Pettiway, a fellow CRDM student. He and I will be presenting the results of a survey asking faculty across disciplines about the multimodal work they are producing and what sorts of writing and communication they’re assigning their undergraduates. The title of our presentation is, “Checking the Pulse of Multimodal Pedagogy: A Genre-based Inquiry of Rhetoric Across the Disciplines.” Unfortunately, our co-investigators, Brent Simoneaux and Robin Snead won’t be presenting with us this time around.
I’ll also be presenting that same day on my own, in a presentation thinking through the pedagogical affordances of including digital academic genres in the writing classroom: “Digital Academic Genres in the FYC Classroom: A Pedagogical Thought Experiment.”