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Links to my published articles online
List of Publications with Full Citations

(in press)
A Longitudinal Analysis of Weblogs: 2003-2004

2007
Language Networks on LiveJournal

2006
Adolescent Diary Weblogs and the Unseen Audience

2005
Conversations in the Blogosphere: An Analysis "from the Bottom Up". Hawaii International Conference on System Sciences (HICSS-38) Best Paper Nominee.

Weblogs as a bridging genre

2004
Bridging the Gap: A Genre Analysis of Weblogs. Winner of the 2004 EduBlog Awards as best paper.

Common Visual Design Elements of Weblogs

Women and Children Last: The Discursive Construction of Weblogs

Time until my next publication submission deadline
8 December 2006 23:59:59 UTC-0500


Links to my conference papers online
2005
The Performativity of Naming: Adolescent Weblog Names as Metaphor

2004
Buxom Girls and Boys in Baseball Hats: Adolescent Avatars in Graphical Chat Spaces

Time until my next conference submission deadline
1 December 2006 23:59:59 UTC-0500


Bibliographies
Adolescents and Teens Online Bibiliography
Last updated July 8, 2005.

Weblog and Blog Bibliography
Last Updated November 22, 2005.

My CiteULike Page

My Book2
New books are added but reading status is rarely accurate.


February 21, 2006

Time responding to written assignments of all sorts

Bardiac has a post on Responding to written assignments. This is an issue I personnally keep working to improve. Or as a friend of mine reminded me, "Like most things academic. grading will take up exactly the amount of time you allot it." I'm now working with a timer so that at 15 minutes I get a warning to move on to the next paper. Using a timer doesn't make me a slave to the clock, rather it means I am consious of the time I am giving to some papers. It still takes far longer than I would like for me to finish grading written assignments so if you have suggestions I and Bardiac would love to hear them.

I spend a large part of my time responding to written assignments of all sorts in all of my classes. I'm guessing most academics do, no matter what we teach.

What I'm looking for is strategies that will help me respond more usefully overall, while spending less time writing respones. Part of that means targeting my responses at the more engaged students, and spending less time responding in depth to minimally engaged students.

I often feel as if I'm writing responses to justify the low grades essays earn; instead, I want to write responses aimed more fully at helping students do solid revision work and do better on future assignments.

I know from studying composition research that marking up lots of grammar or proofreading problems doesn't help most students, so I generally put a tic in the margin, and a note to come talk to me about this grammar issue. The benefit is that I can usually explain the grammar issue in a few minutes, and the student may actually learn something (if I write an explanation, most students won't really read or work through it) because they've chosen to come to learn, and so are ready at that moment. Then you also have the benefit of one on one communication, which is important both to teaching and my own job happiness.

I've started taking to making bulleted lists on the work of students who are most minimally engaged. Usually the lists start with the need to address the assignment, lack of a thesis, and so forth.

Happily, the vast majority of my students are relatively engaged and interested in their studies, and do try to write a good assignment.

What are the most helpful responding strategies you've found?

What are the most helpful responses you've received for your own writing? Is there a way to transfer that sort of helpfulness to my students' work?

(The single most helpful response I've received from a professor came from a professor who let me turn in a dissertation chapter for a pretty unrelated seminar. It was helpful because she was able to help me visualize the overall structure of the chapter argument and rethink it totally, which made the whole chapter stronger. She may have been genius [well, yes], but I'm guessing it took her a couple hours. Admittedly, the chapter was 30 some pages, and I was a pretty engaged student. So I hope I was worth her effort and repaid it with my own in class.)

Posted by prolurkr at February 21, 2006 01:50 PM

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