Objectives:
To
introduce students to the Comments function of Word 2000
- To
encourage students to annotate their work using computer-mediated
writing techniques
- To
expose students to hypertext applications on the ://english matters
website
- To
encourage students to analyze the connections between hard copy annotations,
electronic annotations and hypertext
Materials:
- Microsoft Word (95 or above)
- Active email account
- Floppy disk
- Poem word-processed into Word file
- Internet access
Methods:
This is designed as a two to three-day teaching module to
be taught in a computer lab.
Day 1:
Introduce students to ://english matters and guide them to hypertext
applications (EX: Lesley's Smith's work; Hans Bergmann's student work,
etc.). Give students handout with instructions for using the comments
application of Word. Model the application using a sample poem on floppy
disk.
Homework: ask students to read a poem from their text that is
annotated with footnotes of some kind. Ask them to word process a particular
poem in Microsoft Word (95 or above), and save to floppy disk.
Day 2:
Students bring poems on floppy disks to class. Teacher models Insert
Comments function. Use the rest of class for students to do the same.
Days 3-4:
Students post hypertext poems to class listserve so that each student
may download annotated poems to a floppy disk. Students give in-class
oral presentations on hypertext poems (5 minutes per student presentation).
Ask students follow up questions about their annotations:
1)
Compare the print annotations about the poem you read in
your text with your computer mediated annotations and those of your
peers: How are the two processes similar? How are they different? Which
do you prefer and why?
2) Now compare your Word hypertext with the hypertexts you read
on the ://english matters website. Again, how are the two processes
similar? How are they different? What does each application bring to
the reading process? To the writing process?
Follow-up:
- You
could allow student to construct an annotated poem notebook as one
choice of an individual project.
- Or
you could allow students to collaborate on a ėgroup annotated poetry
notebook with each student contributing an initial poem and commentary
and then adding commentary to their peers' selections.
- I
chose to allow students to use their annotated poems as the basis
for a comparison/contrast essay on poetry (see handout on suggested
essay topics).
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