Many of them stayed within their own families to document deeply personal observations of a life being lived. Most of my students didn't have to look very far to find an engaging story. To combine cutting edge academic research with personal interview.To think about how their subject would represent a larger idea.To search The Valley for someone with an interesting story to tell– their profile could come right from their past, present, family, job, school, reading.We developed extensive Community Profiles with great purpose and focus. For many of us, it was our first entry into on-line education.īut in English 110 we did it! Through the course of the semester, we maintained contact through our Canvas discussion boards. No face-to-face contact between students. Learning to write during a pandemic can be a daunting challenge. This past semester – Fall 2020 – challenged us all. It’s more collaboration, and less isolation. Students spend a lot of time sharing their ideas on classroom discussion boards, and they contact me more often with meaningful questions about their writing. Since I have begun creating classroom blogs, I have seen an increase in both the amount and quality of student writing. On Canvas, students write more, edit better, and revise more carefully. They feel a greater sense of responsibility. When students realize someone beyond their teacher will read their writing, they appear to step up their game. Writing for publication, however, changes things. I worked hard to create engaging assignments, but in the end, I just would never feel the enthusiasm or see the effort I was looking for. The requirements for each essay are printed in the syllabus. It used to be like this: My students would write three or four essays per semester. Above: The technology brings us closer together.
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