Teachable Moments

Nastygram: Faculty and Cyberbullying

Feb 7th, 2015 | By

Wading into the ongoing and lively discussion about the “Dear Student” series in Vitae, Corey Sparks noted on Twitter that “Working hard on behalf of students and complaining about them aren’t mutually exclusive categories.” The profession largely agrees, though our discourse on our work leads many of us to call The Chronicle of Higher Education

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The V in WOVEN—Student Posters (Part 2)

Oct 11th, 2014 | By

When I invite students to use social media for more formal assignments, they say they find writing “definitely enjoyable” and “more entertaining” in that they bring more “academic focus” to the their digital lives. Consumed primarily for instrumental reasons (glued to their mobile devices, like the rest of us, students text, post, like, tweet, google,

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Teaching Composition with Interactive Fiction, Part Three

Sep 4th, 2014 | By

In two earlier posts in this series, I gave an overview of why I use interactive fiction games in my composition classes, and described an “easy way” to do this: that is, using these games as “the reading” for a course unit.  If you’re just joining us and you want to get a quick idea

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Taking on the Trivial in English 1102

Apr 29th, 2014 | By

When this school year began, everyone was talking about the GT convocation video that went viral. “You can do that!” was the theme of the speech, where “that” meant things like changing the world, crushing the shoulders of giants, and building the Iron Man Suit. Big ideas! Big risks! Epic theme music! It was an

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Theatrical Training in the Multimodal Composition Classroom

Mar 18th, 2014 | By
Students including Ethan Telila (L) help me demonstrate how a tension-relieving physical and vocal warmup frees our bodies for expressive performance.  Photo: Josh Ortman.

I run my first-year composition seminar as an acting class several times per semester.  What does that mean?  If you were to visit us, here are some of the things you might witness: physical and vocal warm-ups movement and dance experiments improvisation games observation exercises imagination training scene study discussion of characters’ motivations and actions

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Expect to Be Disappointed? Moby-Dick and ENGL1102 (Part I)

Mar 3rd, 2014 | By
MD Cover

The title for this post (the first of two) comes from a response I received to a brief writing exercise I assigned to a group of University of Rochester students in a previous semester’s writing class. I was considering the possibility of teaching Moby-Dick in a freshman writing class, and I wanted to get a

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Framing Media Studies, Part II: Cinematography

Feb 4th, 2014 | By
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By Clint Stivers and Phoebe Bronstein In the last post, we discussed mise en scene–everything that is put/placed in the scene–and so for this post, we are moving on to cinematography. Cinematography refers to what the camera does from framing, to focus, and movement. In early filmmaking cameras were heavier, and therefore more static. As

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Framing Media Studies: Teaching Cinematic Style, Part I

Dec 3rd, 2013 | By
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By Phoebe Bronstein and Clint Stivers As teachers of multimodal/WOVEN artifacts, we naturally understand how to teach students how to arrange images for effective designs in posters, presentations, infographics, and other visual mediums. Despite having experience in visual rhetoric, some teachers express difficulty in how to approach teaching film. In this spirit, with our brief

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The V in WOVEN: Student Posters and the Rhetoric of Waste

Dec 1st, 2013 | By

 In this post, I’d like to write about student posters and start/continue a conversation about the importance of the V in WOVEN. The Rhetoric of Waste and Sustainability: Teaching writing at Georgia Tech, an institution that prides itself with training problem-solvers, I invite my students to use multimodal communication as a tool to identify and

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“We Can’t Stop Here! This is Tech Country!” Going Gonzo in English 1101

Oct 31st, 2013 | By
steadman gonzo

I’ve been thinking lately about one of the many useful comments my adviser made about the failed novel I submitted in the last semesters of my MFA program. She told me I’d shown bad manners. Instead of organizing the book into chapters, I used stick figure drawings to mark breaks between sections. No real respite

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