Key Concepts for Teaching with Weblogs
Weblogging seems like such a potentially rich set of online writing activities because it is relatively low-tech compared to producing hypertext or websites, and it incorporates familiar writing skills like summary, paraphrases, and the development of voice. The mix of generic, technical, and psychological factors clearly grabs and compels some people to weblog extensively, and as teachers of writing, we want to tap into that mix. Rebecca Blood, author of the first print handbook for blogging (2002) and a widely cited history of weblogging (2000), offered a vision of blogging’s potential for developing writers. She envisioned that the small community that might start up around a weblogger would encourage that person to continue writing where he or she might otherwise stop, and that readers of weblogs might in turn begin their own blogs and reap similar benefits. Her vision is one that many writing instructors share for their students, whether attained through blogging, journaling, discussion boards, class projects, or other genres
Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs
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