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We have a special gift for you! We're going to release a new bonus episode, but there's a catch. It's winter break so let's have some fun. You have to guess who's on the episode before we release it. We'll be sending clues on Twitter, so be sure to follow along and use the hashtag #PedagogueGiveaway. Here are the rules: (1) 10 different people have to guess the right name, and (2) multiple guesses are okay. Since you are one of our loyal blog followers, here's the first clue being sent later today: NCTE David H. Russell Award winner.
Yours, -S
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In this episode, Chuck Bazerman talks about what surprises him the most about teaching, he reflects on rhetorical genre studies and the impact genre has on teaching writing, and he talks about the importance of writing across the curriculum.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud Hi all, we're releasing Episode 13 on Thursday, 12/19!
Episode 13: Chuck Bazerman In this episode, Chuck Bazerman talks about what surprises him the most about teaching, he reflects on rhetorical genre studies and the impact genre has on teaching writing, and he talks about the importance of writing across the curriculum. Chuck Bazerman is a Distinguished Professor at the UC Santa Barbara Gevirtz Graduate School of Education. His research interests are in the practice and teaching of writing, understood in a socio-historic context. Using socially based theories of genre, activity system, interaction, intertextuality, and cognitive development, he investigates the history of scientific writing, other forms of writing used in advancing technological projects, and the relation of writing to the development of disciplines of knowledge. His Handbook of Research on Writing: Society, School, Individual, Text won the 2009 Conference on College Composition and Communication Outstanding Book Award. His other work includes Reference Guides to Rhetoric and Composition: Writing Across the Curriculum and Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Here's one of my favorite quotes from the episode: "Writing is having a voice. If you don't write, you don't have a voice." Excited for you all to hear it, -S Hi, and happy Monday! I've been thinking about how to use Instagram and create content connected to the podcast that isn't already on Twitter and isn't on our blog/site. So, I created an Instagram account: @pedagoguepodcast (be sure to click the link and follow us!). I'm going to post quotes from episodes, more specifically, moments from conversations that:
My hope is our Instagram handle will provide an opportunity for writing teachers to engage with the podcast, connect with our content in a different way, and be a space for more conversation to be generated about teaching and writing (thus, another chance for teachers across institutions and positions to interact and connect with one another). Thanks for following along, -S In this episode, Asao B. Inoue talks about classroom writing assessment, whether labor is a more equitable measure than traditional classroom assessment standards, and students’ perception on labor-based grading contracts.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud Hello, friends! We're releasing Episode 12 this Friday, 12/06.
Episode 12: Asao B. Inoue In this episode, Asao B. Inoue talks about classroom writing assessment, whether labor is a more equitable measure than traditional classroom assessment standards, and students’ perception on labor-based grading contracts. Asao B. Inoue is a professor and the associate dean of the College of Integrative Sciences and Arts at Arizona State University. His research focuses on antiracist and social justice theory and practices in writing assessments. He is the 2019 Chair of the Conference on College Composition and Communication, and has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, "Race and Writing Assessment" (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, "Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future" (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. He also has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity (2018), and a book, "Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom" (2019). If you're interested in writing assessment, or want to know more about an alternative assessment model based on labor, or curious about how writing assessment practices can complement social justice aims, or want to reflect on how your classroom assessment is reflecting your values as a teacher, then this is a great episode for you. Excited for you to hear it, -S Hi! I got to sit down and talk with one of my favorite people: Nancy Sommers. In Episode 6, Nancy Sommers talks about her first experience teaching, her work on responding to student writing, what comments best complement her teaching values, and she shares the importance of reflection in the writing classroom.
I mention some of Nancy’s work in that episode:
Nancy mentions Leaves of Grass and Pride and Prejudice (what she had students read in her first teaching experience), and she talks about the Harvard Study of Undergraduate Writing. There's a lot of good information and additional resources there. In Episode 6, Nancy shares that she has students write a “Dear Reader/Writer’s Memo” that documents and reflects on what they do between drafts. This letter does a good job showing individual revision processes, and also helps communicate that writing is a process. Students turn this letter in with their final draft, and Nancy responds to both the final draft and the "Dear Reader/Writer's Memo." I really like how Nancy engages in conversations with students throughout the semester about response, and she encourages writing teachers to think about response as a pedagogy. She brings up important questions that can help generate discussions between teachers and students about response in the writing classroom:
I hope you find these resources useful. Nancy gives us a lot to think about and a lot to do when it comes to response to student writing and making response central to teaching. You can listen to the full episode here, or read the transcript. Nancy was also on a bonus episode: Thanks for listening and circulating the podcast. Yours, -S Hi all, I had the good fortune to talk with Kyle Larson, a PhD student at the University of Miami (OH), and Dana Comi, a PhD student at the University of Kansas. You can listen to that episode here, or read the transcript. You can also read more about Kyle and Dana. I wanted to write a blog post sharing resources they mentioned.
Kyle Larson: Dana Comi:
I hope these resources are beneficial to you, your students, your programs, and your institutions. Thanks for listening, reading, and following along. Yours, -S In this episode, John Duffy talks about ethics, how teachers are already engaged in teaching ethical communication, and he shares what "virtue ethics" can offer writing teachers and the writing classroom.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud In this bonus episode, Mandy Olejnik talks about her experience applying to graduate programs, and she shares advice for students planning and/or currently in the process of applying to grad school.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud Hi, all! Big, big news. We're releasing a new Pedagogue Bonus episode and Episode 11 on Wednesday, 11/20. Thanksgiving is next week and we wanted to say "thank you, thank you" to all our listeners and followers. So twice the amount of Pedagogue this week (and three times in 5 days, have you listened to Episode 10: Megan Von Bergen and Liz Miller!?).
I'm really thankful for all your support over the past six months. I really wish I could thank each one of you individually. This podcast is sustained by the voices of others -- and I don't just mean by the voices of our contributors, I mean you and your voice. Pedagogue wouldn't exist without you. It's crazy to think that in six months, our first episode launched May 10th, we will have released 11 full episodes and 6 bonus episodes. We're thankful. Extremely thankful. We're also thankful for all the people who have been on the podcast. As of today (11/18), our full episode contributors: Mike Rose, Stephanie Vie, Steve Parks, Kyle Larson, Dana Comi, Nancy Sommers, Lisa King, Jessica Nastal, Beverly J. Moss, Megan Von Bergen, and Liz Miller. And our bonus episode contributors: Steve Parks, Nancy Sommers, Les Hutchinson, Antonio Byrd, and Lori Ostergaard. Thanks for your good conversations and your willingness to support Pedagogue. And thanks to the others I've talked to over the past several months. We're celebrating Thanksgiving early by releasing two new episodes this week:
There you have it. Two new episodes on Wednesday, 11/20. A double dose of thanks. Thankful, -S In this episode, Megan Von Bergen and Liz Miller talk about their research interests and what informs their teaching, mental health and disability studies, response and assessment practices, and using accessible pedagogies and practices.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud Hello, friends and listeners! We're releasing a new episode this Friday, 11/15!
Episode 10: Megan Von Bergen and Liz Miller In this episode, Megan Von Bergen and Liz Miller talk about their research interests and what informs their teaching, mental health and disability studies, response and assessment practices, and using accessible pedagogies and practices.
Pedagogue is committed to facilitating conversations that move across institutions and positions (from senior teacher-scholars to emerging teacher-scholars). You can always read more about Pedagogue here. We're happy to support the voices that make and sustain our work. Thanks for listening, -S In this bonus episode, Lori Ostergaard talks about how to identify a journal for your article, she provides insight on the peer review process, and shares tips for writing a successful article.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud Hello, everyone! I promised you I was going to stay busy this month editing and releasing episodes, and I think I've lived up to that promise so far. Two weeks ago, we released Episode 8: Jessica Nastal. Last week, we released Episode 9: Beverly J. Moss. And now, we're about to release a new Pedagogue Bonus episode:
Pedagogue Bonus: Advice on Publishing (w/Lori Ostergaard) Lori is the editor of WPA: Writing Program Administration, one of the leading journals in writing studies. In this bonus episode, Lori talks about how to identify a journal for your article, why writers should carefully consider their introductions, she provides insight on the peer review process, and shares tips for writing a successful article. I'm excited to release this bonus episode because you voted on it on Twitter! Thanks for following along, listening, and engaging and circulating episodes. I received a handful of positive posts, tweets, and kind words this week that made me feel special about this work and the possible impact it has on people. It really encouraged me and gave me some hope. So thank you. Yours, -S |
pedagogueTeachers talking writing archives
March 2020
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