In “Regenerating Once Fallow Ground:Theorizing Process and Product in 21st-Century Technical Communication Ecologies,” Adrienne Lamberti and David M. Grant write, “We ultimately found ourselves needing to repeatedly return to this argument: pointedly theorizing both pedagogy and the purposes of technical communication does not have to squeeze out application in the classroom, but rather can enrich Read More…
Tag: Engagement
Social Justice Advocacy in the Classroom
In her chapter for the book Citizenship & Advocacy in Technical Communication, Sarah Warren-Riley argues for the use of social media in the classroom as a way to teach students how to critique the messaging they see and how to advocate for themselves and others. While Warren-Riley is focused on the technical/professional communication classroom, her Read More…
The Pedagogy of Plain Language
Plain language functions in two ways in the communications classroom: first, it is incumbent upon the instructor to use plain language while instructing students; second, that same instructor must teach their students the use of plain language.
Hidden; Not Invisible
Imagine you’re entering into a new job and it’s your first day of work. The Human Resources Rep. hands you a hefty employee handbook, a list of so many dos and don’ts. The obvious ones to you, could be oblivious to others. The hidden arguments within the company book will only be implied to actual Read More…
How Does Student Feedback Influence Class Participation?
As an instructor, walking into a classroom full of students who are eager to participate is always the goal, however, it is not always achieved. While we understand that, in some circumstances, coaxing participation from our students may often be out of our hands, as rainy days, early morning classes, or the occasional off day Read More…
Queering Student Participation
How does a classroom build around the identities of it’s queer students? “Queering Student Participation: Whispers, Echoes, Rants, and Memory,” by Matthew Cox explores the way in which queer idenitfying student’s classroom experience is impacted by their identity.
queering participation
Embedded in “queer” is the notion of disruption, so what does this mean for participation and our relationship to it as instructors? What does it mean to be “queer”? In “Queering Student Participation: Whispers, Echoes, Rants, and Memory,” Matthew Cox defines queer in two main ways: first, as a catch-all term for anyone who’s LBGT; Read More…
Using Discourse Patterns to Stimulate Class Discussion and Participation.
-by Amanda Beres Image from https://dailyillini.com/opinions/2018/02/07/networking-skills-taught-class/ Participation has always been difficult to define within the classroom. There is a lack of participation theory, leading to confusion about what participation means. Are we grading participation for its importance, or out of convention? Should participation be graded at all? Not all students will understand what participation means Read More…
Is There Any Inherent Value in Grading for Participation?
by: Amanda Rioux Why do we grade for participation? Does grading for participation, as a practice, have any inherent value? What is participation, anyway? These are the types of questions that drove Critel’s research. Although she never got the chance to answer those questions in full, many of her colleagues, including Obermark, took up the reins after Read More…
Meme it Till You Make It; Using Internet Communications in The Contemporary Classroom
By James Mellen In the age of mass communication and mass reproduction, internet memes have become an increasingly important “memes” of communication, especially among the Millennial and Zillenial generation. So, how does one make use of this emerging means of communication in an effective teaching practice? How does someone take a look at the meme Read More…