Technology, Writing, and Higher Education
In the case of my own project, I want students to explore various aspects of the central theme of the course, “Technology, Writing, and Higher Education,” but I also do not want to have them imitate my own ideas, and so I try to develop an “open” hypertextual model where students are required to do their own research and make their own arguments concerning our central class topics. The project assignment divides students into five groups of five students, and each group is given one of five main topics: Globalism and Technology, Relativism and the Curriculum, Individualism and Students, Traditionalism and Economics, and Integration and Critical Pedagogy. These main topics grow out of our course readings and students’ postings in our online discussions. Since I do decide on the major topics for the assignment, I have a certain guiding influence on the course project; however, I also allow each group to determine their own five sub-categories, and I allow them to determine how and when they will work together. The only thing that I stipulate is that each student will have to hand in a separate five-page paper with ten links to the other main course topics and five citations from valuable web sites on their chosen topic. I also indicate that each student will get one grade as an individual and one grade for their group. 2
Technology, Writing, and Higher Education
Student Writers as Hypertext Users
Changing Conceptions of Academic Writing
Home and School Models of Literacy