Teaching Modules |
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These
teaching modules were designed by faculty in the English Department
to help instructors integrate the materials presented in ://english
matters--essays, poetry, annotations of websites--into their courses.
These modules are designed for students in lower-division literature
classes. Plum Flowers Reading
Performance Art Stories
and Storytelling Writing
and Spontaneous Memorials Digital
Essays
On-Line Annotation Reading
Hypertext |
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Modules |
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Teaching
Collaboration in Writing by Rebecca Dunham This module helps students identify their preconceptions about authorship and expose them to a variety of collaborative texts. They study a collaborative exhibit (a hypertext poem) featured in ://english matters in depth. Their response to the piece takes the form of a close reading which they compose with another student in the class, allowing them the experience of collaborative writing. The final portion of the assignment asks them to reflect on this writing experience and how it may differ from their own solitary writing practices. |
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Sound
& Sense: Cider
& Salt Sound,
Sense and Form in Cider and Salt explores the structure of a free-verse
poem and provides definitions and examples of poetic devices found in
several lines. |
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Using
Annotation for an On-Line E-Forum for Students by Cynthia Gilmore Patterson This annotation exercise introduces students to the "comments" function of WORD 2000 and encourages them to annotate their work using computer-mediated writing techniques. While navigating the hypertext applications of ://english matters and analyzing the connections between hard copy annotations, in relation to those of the electronic and hypertextual nature, students develop a greater understanding of this type of computer mediated writing. |
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Annotation
exercise. by Rosemary Jann & Robert Matz We do not envision that students will complete the assignment in web form, but rather on separate sheets of paper. However, we would like to collect the best responses and create one web version that represents the most successful work of the class (the rationale here is that it seems too time consuming to ask students to create web versions of their work). The final web version could be used for more discussion in class, and also posted on English Matters. We would like to discuss whether the course instructor would create the class web page, or whether there would be outside resources to do this. The assignment, along with results, could also be posted on English Matters. Here is the URL for you to look at the assignment and our results: http://mason.gmu.edu/~rmatz/annotations.html. |
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Reading
Hypertext:
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(writing
about) Spontaneous
Memorials This assignment offers students a way to consider (and write about) the meanings and uses of spontaneous memorials--particularly those that have come about as a result of September 11. |
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Stories
and Storytelling UNDER CONSTRUCTION |
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Reading
Performance Art This assignment asks students to examine the ways in which outside forces shape performance through a study of the work of two artists: Paras Kaul, who works with a brain/computer interface to perform brain wave music influenced by the meditative environments and text that she creates, and Reneé Barger, a choreographer who brings text and dance together in an interactive web environment. |
Plum Flowers This assignment asks students to analyze the ways in which poetry is conceived and interpreted through the use of regenerating hypermedia poem. |