I've been wanting to share all my weblog-related handouts from my Rhetoric 1101 course this semester in case anyone wants a concrete sense of exactly how we used the weblog and in case anyone might find the materials useful. Overall, I feel that the course blogging went very well, given what my goals for the weblog were. My goal was not so much to have a weblog that was painfully obviously just for a grade (i.e. forced blogging); instead, I hoped for something that read like a community weblog of twenty-two first-year college students writing about what was on their minds, loosely guided by the principle that the content ought to be tied in some tacit way to rhetoric. In other words, I wanted the weblog to serve one of my central pedagogical objectives, namely to facilitate a close community ethos in the classroom, and I wanted the weblog to be a place to apply and synthesize the rhetorical principles we were discussing in class (ethos, pathos, logos, informal fallacies, etc.). I offered weekly topics (evaluation forms I'd passed out in a previous class suggested that such topics would benefit students who were having trouble thinking of something to write about), but I encouraged the students to blog about other topics if they liked, which they often did. I drew from the web and from what other bloggers were writing about and tried to offer a broad range of topics and a number of selections each week, and sometimes I riffed off what the students brought to the blog and made topics based on their thoughts and questions.
Reflecting on the experience, I am even more convinced that it's best to, if at all possible, have one weblog for the whole class rather than individual weblogs. All the posts are in one place, which makes it easier for the instructor as well as more interesting for the students, who see new posts and comments every time they hit the site. I believe the novelty piqued their curiosity and caused them to visit the site more often, which is what we all do, right? I know I'm more likely to go to a site that is updated frequently. Also, and I know many won't like this, but I would argue that if the central objective of the weblog is to build a learning community, it works well to grade based on level of participation only and throw out the rubrics. I didn't have any requirements for the posts in terms of word count, linking, or appropriate language; I wanted to try an almost-unregulated space that would allow for a great degree of freedom for different tones of voice and some experimentation. Below is the first handout I gave them. Of course a good bit of discussion and background information accompanied it, but these handouts are what they saw.