Rachel Mazique's blog

Blogging in the Classroom: Not Only Why, But HOW!

A somewhat frustrated smiley face icon holds up a sign that says "Blogger" beneath the icon for Google Blogger.  A grinning smiley face icon with full lips and bright, white teeth points up at the WordPress logo and looks triumphant. In between the two competing smiley face emoticons, we see, in red, "vs."

If you’re anything like me, you may be hesitant to set up a new platform for teaching and writing in your classroom. Or, even if you’re convinced that blogging in a rhetoric or literature classroom is a great idea, you may avoid doing so because you’ve never run a blog, been a blogger, or fear the possible breakdowns of working online in an unknown digital space and losing student work.

Pedagogy of a Deaf Teacher

Depictions of ASL Alphabet

This blog post is a “coming-out” [1] story—the story of teaching in a classroom of hearing students as a Deaf [2] teacher and what that means in terms of methodology.

Multimodal Writing: How Do We Assess New Media?

Vintage television with the words Read Instead posted on the screen

 "Students should be able to both read critically and write functionally, no matter what the medium" (William Kist).

Encouraging Class Participation with Google Docs

Graphic comparing Google Docs and Enterprise 2.0 platforms

Classroom dynamics can vary widely from one group of students to the next. This fact has really struck home now that I’m teaching two sessions of Rhetoric and Writing: “Disability in Pop Culture.” I walk into both classes with the same lesson plans, with (one of) the same interpreters, and with the same kinds of technology available. Many variables are different; different buildings, different classroom space (in terms of size), one interpreter is different, different days, different time of day (although both take place in the afternoon).

Peer Reviews Work: Observations and Reflections

3 students working on a laptop

As we approach the end of the long academic year and my students prepare their first draft of their final paper for peer review, I thought it would be fitting to reflect on the pedagogical practice of peer reviews in a writing course.


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All materials posted to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. We invite you to use and remix these materials, but please give credit where credit is due. In addition, we encourage you to comment on your experiments with and adaptations of these plans so that others may benefit from your experiences.


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