Psycho Kitty!

I had to post this; the picture is far too good for me not to:

Yeah, Baby!
Psycho Kitty! You don't like to be crossed and
will take it out on anyone who is stupid enough
to try!


What kind of cat are you?
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New Exercise Toy

Recently I got a rowing machine via Freecycle. An elderly woman and man were giving it away, as they're moving to Phoenix to a retirement community with all the exercise equipment they could possibly want. I love this thing. I get on it several times throughout the day: when I get up in the morning, when I watch TV, etc. It has been a godsend in terms of my cardio, especially since I've had to stop jumping rope in the mornings because the downstairs neighbor complained about the jumping, resulting in a letter from management, scolding me and telling me that this is one, and if I get three complaints, I'll be evicted (hiss). The rowing machine has also made my shoulders and back feel great: sore, but in a good way. I highly recommend taking a free rowing machine if one is offered to you. :)

More Preparation for Weblogs in Education and Training Lecture

Today I've been struggling with what readings to assign to the class I'm guest lecturing in a week from tomorrow. I haven't been working on this all day, actually; the weather was gorgeous, so I went rollerblading on the trails in Como Park for a while, after which I felt remarkably serene. Anyway, I had originally intended to have the students read the pedagogy articles in Into the Blogosphere and Michael Angeles' presentation notes. Then I realized that I'd be assigning them about 100 pages of reading, so I decided to use the KISS approach and just have them read a few short articles and look at a few weblogs. Many of them haven't heard of weblogs anyway, so they might have been lost had I assigned the Angeles and ITB pieces. Here's what I'm having them read:

Jill Walker, Definition of Weblog

Jill Walker, notes for “Weblogs: Learning to Write in the Network”

Meg Hourihan, What We're Doing When We Blog

Then I'm asking them to look at Kairosnews, Chez Miscarriage, and this semester's Rhetoric 1101 weblog.

I hope they'll appreciate this basic overview of weblogs. I'll draw upon the Angeles and ITB articles for what I'll talk about, but I definitely want to put them in small groups and have them brainstorm some ways they might use weblogs in education and training; perhaps they can synthesize possible application of weblogs with the material they've already covered in the class.

First Thought in the Morning

Some people think of a particular person they love first thing in the morning. Not I. My first thought is, "Don't hit snooze! Don't go back to sleep! Other people are already up and getting work done!" It's like the slogan on a t-shirt worn by girls on the volleyball team back when I was in junior high: "The player who will beat you tomorrow is practicing today." Yeah...I'm a freak.

What just happened on SNL?

I'm sitting here with Saturday Night Live in the background, and Ashlee Simpson was about to perform one of her singles (I don't know which one). She started singing, and I think either her microphone flaked out, or she just froze. Anyway, she stopped singing, stood there for a few seconds (UPDATE: Actually, I think she hopped around on one foot for a second, alternating feet), then walked off the stage. The band continued playing, and the guitarists shot each other knowing, somewhat rueful smiles. Then it cut to a commercial. Did anyone else see it? The way my apartment is arranged, I have my back to the TV when I'm on the computer, so I didn't see exactly what occurred. Did she forget the words? Was she exposed as a lip-syncher?

SECOND UPDATE: Simpson explains: apparently "the band started playing the wrong song," so she started "doing a hoedown." :? I don't follow. Couldn't she have just sung the song they were playing? That's what Judy Garland, Debbie Reynolds, Bette Midler, and a host of other truly professional stand-up broads would have done.

THIRD UPDATE: See the hoedown here, and Amy's Robot has an mpeg of the whole thing, as well as a much funnier narrative of the event than what you see here. Now that I've really gotten to watch it, I'm guessing the person running the mixer board was taken out and shot by Lorne Michaels himself.

Meow Power

Tonight I discovered Meow Power, a new feminist e-journal. They're seeking essays for their first issue:

Meowpower feminist online journal is looking for papers for its inaugural issue as a quarterly journal. We are seeking papers from a variety of approaches and topics including but certainly not limited to: body image, pop culture, music, television, film, spirituality, sexuality, literature (classic or popular), theory, politics, LGBT, violence and the body, historical approaches personal narratives, creative writing, academic papers, journalistic writing. Please send your completed paper and a CV or writing resume to submissions@no_spam.meowpower.org take out the no_spam) by November 12.

The first issue is slated to appear in late December; I'll be checking back around that time, for sure. I like that they embrace the kitten-with-whip girly-girl aesthetic that, I realized once again as I shopped at Barnes & Noble today (some of my purchases are pictured here), has me firmly in its grip.

Vitae Revision

I've spent a good deal of time today tweaking my CV after attending a job search workshop in my department. I've updated my "Conference Presentations" category, taken out most of the bulleted lists, added a couple of items under "Professional Activities," and added two categories: "Invited Presentations" and "Interviews." I do presentations at colloquia and workshops here at the University of Minnesota, and I've done a few interviews with news publications, but before the workshop I assumed no one would care about that stuff, and it would look like I'm padding my vitae. However, I stand corrected: Everyone urged me to put it on there, so there it is. If any of you have other suggestions for how I should arrange and present the material, feel free to let me know; I'd appreciate the feedback.

online writing / writing online presentation

DRAFT                 DRAFT                DRAFT                 DRAFT


online writing / writing online
22 October 2004
Clancy Ratliff, Graduate Instructor, Department of Rhetoric



Weblogs and Learning Objectives

One of the best reasons for using weblogs in writing courses is the potential for community interaction that weblogs can help to facilitate. While this is not true in all cases, and some writing teachers have critiqued weblogs' community-building potential, I have found that a course weblog (one community weblog for the whole class) to be an excellent way for students to get to know each other and to learn from each other. If your objective is to create a learning community, weblogs can help you achieve it by giving students a space to share their writing with other students in the class, who have the opportunity to leave comments under their classmates' posts. Weblogs are also a powerful tool for teaching students about writing for an audience, as they are public, and they reach an audience of not only the teacher and the other students in the class, but also readers outside the class who leave comments.

If your objective is to help students synthesize information and make connections through writing, weblogs can help you meet this objective by allowing students to take advantage of the Web. Weblog software makes it easy for students to create content for the Web without knowing much HTML, find online articles related to topics discussed in class, and share them easily with other students. In my experience, blogging encourages associative thinking.

Questions/Issues Raised by Weblogs in Writing Pedagogy

  • Having students keep individual blogs v. one community blog for the class, or several small-group blogs: advantages and disadvantages of each
  • Privacy for the students (if real names are used, people can find the students via Google)
  • Requiring weblog posts, or offering the option of keeping a print journal instead
  • The possible feeling on the part of the instructor of being "exposed" if students complain about the class on the blog
  • Outside participation: the fact that anyone outside the class can read the blog and leave comments (and they do)
  • Assessing weblog posts
  • Creating weblog post prompts (and the question of whether there should be prompts, or if the students should have the option to deviate from the prompt topic to a topic of his or her choice)
  • Avoiding "forced blogging"
  • Best practices for integrating the weblog into class discussion

(Note: I will come back to this after today's the discussion and add objectives, questions, and issues that came up.)

Resources for Using Weblogs in Writing Pedagogy

The Fundamental Elements of Weblogging by Paul Anheier

Metablognition: Weblog Course for K-12 Teachers

UThink: Blogging at the University of Minnesota Libraries

Blogging Thoughts: Personal Publication as an Online Research Tool (PDF) by Jill Walker and Torill Mortensen.

Weblogs as a Personal Knowledge Publishing Tool for Scholars and Practitioners
by Charles Lowe. Similar to the Walker & Mortensen piece, this presentation also offers an overview of weblog software.

Open Source Weblog CMS's: An Alternative to Blackboard by Charles Lowe

Falling out of love ... by premmell at Kairosnews

Moving to the Public: Weblogs in the Writing Classroom by Charles Lowe and Terra Williams

Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs by Kevin Brooks, Cindy Nichols, and Sybil Priebe

A Course About Weblogs

(this) Space by Austin Lingerfelt

When Blogging Goes Bad: A Cautionary Tale About Blogs, Email Lists, Discussion, and Interaction by Steven D. Krause

Resources for Using Wikis in Writing Pedagogy

Wiki by Matt Barton

Embrace the Wiki Way! by Matt Barton

My Brilliant Failure: Wikis in Classrooms by Heather James

Posts on Kairosnews about Wikis

TeachingWiki

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