15 May 2013

Peter Principle Progressivism


The traditional idea of teaching literacy involves teaching [DELETE REPEATED WORD] the analysis of [DELETE OF] and the ability to express ideas using alphabetic texts [DELETE alp tex, REPLACE W/ "THE ENGLISH LANGUAGE"]. However [ABSTRACT], in order to address the needs of the 21st century student, [NO COMMA] a broader definition of literacy is in order. [WORDINESS, CONSIDER REVISING]
Indeed [VERILY], both the NCTE and the CCCC have recognized [PASSIVE VOICE] that to be fully literate [CONSIDER HYPHEN], students must learn to compose and interpret not only alphabetic texts, but also the multimodal texts of an increasingly digital and global world. [IS THERE A "NOT GLOBAL WORLD" ?]
From a global standpoint, multimodality transgresses linguistic and cultural barriers by illustrating alphabetic texts with visual and [PLAUSIBLE] aural enhancements.  The addition of multimodal [INHERENT] affordances permits a global audience to interpret the meaning of a message through illustrated, contextual clues, often enhanced by verbal messages [REDUNDANT], increasing the level of comprehensibility through the spoken word [NOT IN THIS PARAGRAPH] [;] (for example, tone of voice). [NO PARENTHESES NEEDED]
At Purdue University Calumet (PUC), we have recognized [PASSIVE VOICE] the importance of teaching students to communicate ideas to disparate audiences through the composition of multimodal texts. [NOT IN THE CLASS I TOOK] We do this by offering a Computer-Supported Writing (CSW) course as an alternative to the traditional second-semester freshman composition course. [WHERE YOU MEET EVERY QUESTION WITH "SEE THE RUBRIC" AND TOLD ME NOT TO USE THE BOOK AS AN EXAMPLE, CHAV.]
Students in CSW each [DELETE EACH] compose a multimodal webtext, in which they incorporate a podcast (see script) and a slideshow (see script). The students keep their work in an online portfolio, providing students with a digital space in which [WORDINESS, CONSIDER REVISING] to keep their projects. In addition to having a virtual repository for their work, the online portfolio offers the students a sense of having an authentic audience, a challenge that writing instructors consistently face in the classroom. [TEACHERS ARE CHALLENGED BY HAVING TO GIVE AUDIENCE?] 
During the course of the semester, the students communicate with each other about their writing within a Facebook [BLACKBOARD] group, and maintain a writing journal using Blogger. [NERD SQUEEE!!!] The writing journal functions as a private conversation about writing between the students and their instructors. [IN WHICH YOU GIVE BAD GRADES TO CONSERVATIVES]
As the CSW course comes to an end, the fruits of the students’ semester of labor [SEMESTER-LONG LABORS] are gathered [PASSIVE VOICE] and published in a collaborative final project*, a class webzine*. [THE EIGHTIES JUST CALLED] The webzine is designed, developed, and constructed by the students, [NO COMMA] with little or no help [EMPHASIS NEEDED] from the instructor.  By giving the students complete control over their webzine*, they have a sense of autonomy in and importance for their writing that the majority have never before experienced.

*Please use Internet Explorer. Best viewed @1024 x 768 [FIREFOX, AND DIMENSIONS, REALLY?]

Contact Rebecca Medley, CSW instructor [OR DON'T TAKE HER CLASSES]


[Those of you that read my insanity, some of whom have read all approximately 100K words of it at this point, may gracefully attain the knowledge that this bitch bombed me for, of all things, the technical writing class she "teaches"; when she wasn't telling me to reference the rubric, she academically weighted the class on discussion-board participation, which I could fucking use Twitter for free to do, or would haggle me about the topics of technical papers instead-of just grading them, she once told me my cited work looks like fiction, pardon me, I need to take this time to condemn liberalism; I'll be in my tea room.]

[See Also: The Peter Principle http://en.wikipedia.org/wiki/Peter_Principle.]