3
0
1
0
Hashtag
#C09
Advertisement · 728 × 90
5
0
0
0
Bsky keeps spoiling it automatically as “adult content” when there is nothing explicit so I guess I have to do it myself in a different warning
#classof09 #co9 #c09 #jeckole #nicoleclassof09 #jeckaclassof09 #nicolexjecka
6
0
0
0
6
0
0
0
oh wow people are actually following me
Anyway here’s a repost of my old c09 fanart
#classof09 #anime #fanart #c09 #co09 #art
25
8
1
0
3
2
0
0
found this older piece lol
i dont particularly like how smooth and unrendered it looks, might redraw this someday :3
#classof09 #C09 #jeckole #digitalart
43
10
0
0
11
3
1
0
"Giver's gain" is such a wonderful concept--I'll bring that language into my classroom. And the roles: audience/judge/coach--seems like that will be a generative way for them to think about audience analysis, too.
#C09 #4C24
0
0
0
0
Loving all of this, particular as I think about getting my own students to annotate/feedback more, and how they feel anxiety about it. The panelists emphasized clear roles, guiding structure, and anonymity are key.
#C09 #4C24
0
0
1
0
One interesting thing from Gogan's study: Female-identifying students tended to give more intensive feedback, while male-identifying students who received grades around a "C" or so gav the least amount.
#C09 #4C24
0
0
1
0
One thing that is important for us to do as scholars/instructors/admins, is to consider "text equity gaps"--that is, considering how different populations offer different amounts of text in feedback, and what that might imply and how that might impact.
#C09 #4C24
0
0
1
0
The benefit of peer feedback, scholarship indicates, is actually most helpful in the *giving* feedback, rather than through incorporating other people's suggestion.
#C09 #4C24
0
0
1
0
Gogan invokes Jackson and Weaver's "Rethinking Peer Review," which is going on my to-read list IMMEDIATELY.
upcolorado.com/wac-clearing...
#C09 #4C24
0
0
1
0
Instructors go through a feedback "meta-meeting," and students are given a ton of guidance on how to do feedback well: describing their experience as readers, evaluating the writing as judges, and, as coaches, suggesting ways writing can be improved.
#C09 #4C24
0
0
1
0
Finally, Brian Gogan comes to us with "An Abundant Peer Review and Feedback Practice Policy." He invoks Boud and Dawson's "What Feedback Literate Teachers Do."
#C09 #4C24
www.tandfonline.com/doi/full/10....
0
0
1
0
(Now I am thinking about how to do this in class without making students feel pressured by the time. Maybe do it as groups and writing notes at the end of class, collecting notes, then sharing at the beginning of the next class?)
#C09 #4C24
0
0
1
0
To further help students make reading an active practice, they used Perusall as a digital annotation tool, where they were required to respond to each other's commentary.
#C09 #4C24
www.perusall.com
0
0
1
0
Ellen Carrillo's "A Writer's Guide to Mindful Reading" became a guide to help students integrate their writing and reading skills in class.
wac.colostate.edu/books/practi...
#C09 #4C24
0
0
1
0
Al-Drous started to think about teaching reading as a *process,* thinking through Bloom's taxonomy. She invokes Hoeft's "Why University Students Don't Read" as illuminating.
eric.ed.gov?id=EJ1135576
#C09 #4C24
0
0
1
0
Al-Drous found herself, as she worried about student engagement and hey, their actual work doing the reading, began to wonder why she was giving students time to write in class, but not read. How do we embrace "shitty first drafts," but for reading?
#C09 #4C24
0
0
1
0
Al-Drous was required to add a new department policy to her syllabus: "Read as a writer and write as a reader. You will read texts not simply for what they say, but also for how they say it, considering texts both as sources for ideas and models for writing strategies you can use..."
#C09 #4C24
0
0
1
0
Next up, Eman Sari Al-Drous looks at "The Abundance of Deep Learning through Reading and Writing." She particularly invokes Ellen Carrillo's essay in "Bad Ideas About Writing" (which is AWESOME--I have my FYW students read it).
#C09 #4C24
mtsu.pressbooks.pub/engl1010/cha...
0
0
1
0
Students also expressed some interest in using AI for brainstorming--when they get stuck in the beginning, rather than generating essays at the end of the process.
#C09 #4C24
0
0
1
0
Scheidler also found students sometimes thought ChatGPT was a *source,* rather than a tool (akin to Grammarly or soemthing, I guess, which makes me wonder how much students understand about how generative AI works in the first place?)
#C09 #4C24
0
0
1
0