{"id":6044,"date":"2004-03-25T22:17:54","date_gmt":"2004-03-25T22:17:54","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/03\/25\/collaborative-c\/"},"modified":"2004-03-25T22:17:54","modified_gmt":"2004-03-25T22:17:54","slug":"collaborative-c","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/03\/25\/collaborative-c\/","title":{"rendered":"Collaborative Commenting"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> < 1<\/span> min<\/span><\/span>

Earlier this week, D. mentioned that she was writing comments on her second
\ngraders’ third quarter report cards.  They’d already been commented upon
\nonce by the primary teacher, D.’s coordinating teacher for student-teaching this
\nspring.  She said she was reluctant to add a tier of comments that could be
\nread in contrast to the first (more authoritative) set.  In other words,
\nthe team dynamic for commenting gave her the sense that she needed to echo the
\nfirst set of comments to avoid confusion or, at the very least, discursive
\ntension (read by the students and by parents of the students).  Recent
\nexchanges on the WPA-list brought up the suggestion of rediscovering the joy in
\nresponding to student writing (countering the prevailing clamor about responding
\nand grading as an unfortunate burden).  Is it one of the few areas in comp
\nstudies where collaborative models haven’t been considered, explored, and so
\non?  I know that many arrangements for peer response advocate a layered
\nsystem where drafts enjoy multiple assessments from multiple students.  And
\nin such schemes the yoke of authority is by and large thrown off since most
\nstudents don’t conceive of each other as authoritative (expert) readers. 
\nAnyway, D’s comments made me think about what’s woven into a collaborative
\ncommenting dynamic when it’s taken up by collegial professionals, and I couldn’t
\nthink of many places (excepting advanced levels of study, theses, dissertations,
\nexam committees) where teachers co-comment, mounting critique and inquiry on a
\ncommon piece of student writing.  I don’t know if there’s any promise in
\nthe possibilities here–obvious labor\/time\/capital constraints make it seem<\/i>
\ncounterintuitive.  But if we intend to reassert the joys (and importance)
\nof response, shouldn’t we also be able to articulate merits of variations
\ninvolving collaboration in those efforts?<\/p>\n","protected":false},"excerpt":{"rendered":"

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I'm using a budget-friendly Labtec mic and the following settings in Audacity:","rel":"","context":"In "Podcasts"","block_context":{"text":"Podcasts","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/podcasts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/img\/pod.gif?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":6106,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/06\/11\/odell-1980-need\/","url_meta":{"origin":6044,"position":1},"title":"Odell, 1980, “Needed Research in Discourse Theory”","author":"Derek Mueller","date":"June 11, 2004","format":false,"excerpt":"\u00a0Odell, Lee. \"Teachers of Composition and Needed Research in Discourse Theory.\" On Writing Research: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford St. Martin's, 1999. 84-92. 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In this nodal hypertext, Yergeau, Wozniak, and Vandenberg suggest a few of the ways AVT (audio-visual-textual) platforms productively complicate face-to-face or \"discontinuous\u2026","rel":"","context":"In "Writing Center"","block_context":{"text":"Writing Center","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_center\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7122,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/02\/01\/kremers-sharing\/","url_meta":{"origin":6044,"position":3},"title":"Kremers, “Sharing Authority on a Synchronous Network”","author":"Derek Mueller","date":"February 1, 2008","format":false,"excerpt":"Kremers, Marshall. \"Sharing Authority on a Synchronous Network: The Case for Riding the Beast.\" Computers and Composition 7 (April 1990; Special issue): 33-44. <http:\/\/computersandcomposition.osu.edu\/archives\/v7\/7_spec_html\/7_spec_2_Kremers.html> Kremers examines different manners of teacher-presence in synchronous chats using ENFI (Electronic Networks For Interaction), an early multi-user LAN messaging client. 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