To the Students: An Invitation to Twitter

Dear Writer,

Twitter can be used for much more than publishing to the world what you are having for dinner. There’s a metaphor gifted to me from a former professor that goes like this: writing floats on a sea of conversation. Twitter is often about conversation. It’s great for making professional connections, accessing information published by people from all over the world, and participating in discussions including the last presidential election, a major sporting or entertainment event, or finding those who care about what you care about. Just last semester, students used Twitter to find gas for their cars after hurricane Sandy, located potential internships, and exchanged tweets from professionals in their area of major from all over the world. Like Facebook and other forms of social media, Twitter can give you a voice heard by businesses and government organizations.

We’ll begin using Twitter as a way to establish community in our course, access information beyond our classroom community, and perhaps build connections with people who care about the same issues we do.  Follow the directions below to set up your account.

Best,

Bill

Twitter, college, English, writing, language arts, multiple literacies

 

  1. Consider if you’d like for people to know who you are on Twitter.  I’m “BillTorg” and that’s pretty obviously me.  If I’m “EightiesDude,” then maybe it’s harder to figure out who I am.
  2. If you already have a Twitter account, you are welcome to use it. The personality and content of your Tweets will depend on the public identity you wish to create. This might be the time to use your St. John’s University email account to start a new approach.
  3. Twitter messages are limited to 140 characters.  The longer your Twitter name, the less room you and others have to exchange messages.  So “BillTorg” works better for me than “WilliamJosephTorgerson.”
  4. You will be asked to write a short bio for yourself.  Think about what it will say.  Some people write a silly one.  My sister’s is, “What’s on the what what?” Mine explains my job and what I do. I often find myself revising mine.
  5. You can link to your Twitter account to another site. Perhaps your blog?
  6. Go to Twitter.com
  7. Fill out the “New to Twitter” box.  Complete the steps. Let me know if there’s additional directions I should have listed here. Help me to revise this document so it can better serve the needs of those new to Twitter.
  8. When you finish setting up your account, you are going to tweet to me. You should see a white box that has this inside:  Compose new Tweet…
  9. Click inside the box.  First write this: @BillTorg
  10. The “@billtorg” is my Twitter name. Put whatever you want after that, something like, “I set up my Twitter account!”  If you want to write something more creative than that, go ahead!
  11. When you tweet to me, I’ll write you back. Do you see that “@ Connect” button at the top of the screen? If you click on that, you’ll see everyone who has tweeted directly to you. That will be how you know I received your tweet. I don’t usually follow students and you shouldn’t feel obligated to follow me. We’ll set up a system to see each other’s tweets related to class.
  12. There’s a lot more you can do with finding tweets and customizing your background.  Experiment by reading and clicking around on the Twitter pages. Two great places to start are the “view my profile page” and “#discover.”  On the profile page, click on the large “edit” tab in the upper right hand corner.  On the “#discover” tab, look all over the page and click around. Be sure to click on the following words and phrases:  activity, who to follow, find friends, and browse categories.
  13. More instructions, guidelines, and assignments will follow.


Write to me with questions:  torgersw@stjohns.edu

If you know about hash tags (more on that later) we will use this one:  #torgchat

Feedback and Revision are the Problem

Responding to student writing can be the toughest part of teaching First Year Writing / College Composition. This semester I spent a lot of time writing comments on paper-based texts. I got most of the students to hang on to my comments so they could turn them in with revisions. I do what I can to ask questions and give the students the sort of feedback that leaves them in charge of the draft. However, sometimes something is just wrong. For example, students sometimes italicize quotes. I feel pretty irritated when I give feedback along the lines of don’t italicize the quotes and then I get the revision and all the quotes are still formatted incorrectly. Yes, there are more important issues related to the students’ work, but I’m just giving you one example of how I spend a lot of time writing feedback that gets ignored.  There’s a lot more that I could write here, but what I want is a way to track drafts. The problems I’m writing about today are related to giving feedback to student texts and following the revisions that students do.

There is so much paperwork involved in saving drafts with my handwritten comments, and I think those comments aren’t doing as much good as they could. AND, I will still be faced with reading final DIGITAL portfolios with no access to previous drafts.

I could take you through all that I have tried and thought about that doesn’t work very well, but why would you want to read about that?

My online students do most of their writing on a blog. It’s a pain to either keep track of my thoughts until the end of their post or scroll down to the comments section every time I have a thought. A former professor of mine named Sam Watson used to type his students a letter after reading their work. There’s a lot pedagogically sound about this I think, but many students need examples such as how to write a transition or handle a quote.

I see quite a few possibilities for how I might navigate these problems but none of these solutions has everything I want.

The website Book Country has a way to give feedback that I like:

Book Country, feedback, College Composition, English, Language Arts

 

From what I understand, Book Country is a Penguin community where those who read and write genre fiction can come together and respond to each other’s work. I cut off the name of the writer’s work I copied here. I hope if you’re from Penguin and come across this, you’re glad I’m sharing your community with readers. If not, I’m happy to take this screen shot down.

What I really like about the Book Country set up are the boxes on the right. I can read the text and just write comments off to the side. I think there is also the potential for the writer (or possibly the teacher) to customize what kind of feedback they are asking for. This could put the writer more in control of the text, or if you prefer, you could think about those boxes in terms of a rubric or objectives.

Here’s two ideas I’m considering:

  • We use Digication ePortfolios at St. John’s.  I could have students upload a file to their portfolio. I could download the file to my computer and give feedback via the Word commenting feature. When I give feedback that way, I’m careful to save feedback as a pdf file so the student doesn’t just leave some of what I’ve written in the draft.  The student would upload revisions and we’d both have access to all the drafts. I’m not crazy-excited about all that uploading and saving or all the drafts I might have open on my computer screen at the end of the semester as I try to track what the student has done in the way of revision.
  • There’s Google Drive, used to be Google Docs.  I could access the student’s writing via a link. I type in comments/feedback, but then what happens? Can the students comment there too? Do we have to do our commenting off to the side? Will we be able to track drafts? How complicated is that?

I want to navigate the cycle of write, comment, revise, and collect to be managed digitally next semester. Can you give me some feedback on my ideas? Do you have a great system I need to learn about?

 

 

NCTE 2012 Handout: Twitter in the Writing Classroom

Dear Colleague,

I use a metaphor gifted to me by a former professor to think about my professional life. It goes, Writing Floats on a Sea of Conversation. In the fifteen years I’ve been in writing classrooms, I’ve come to believe it’s important for me to help students navigate all of the conversations they are having in digital spaces. Much of the reading and writing my students do is on the screens of their devices. There is a lot of power up for grabs in these spaces: votes will be garnered and lost, money will change bank accounts, and voices will be heard and suppressed. I originally introduced Twitter into our classroom because I thought it might help with student engagement during class discussions. That didn’t go so well. Students seemed to become lost in the worlds of their screens and the classroom fell silent.  I’d been leaning toward scrapping my use of Twitter until something happened during a conference with a student. Our conversation caused us to enter the student’s major–speech pathology–into the Twitter search box. What we found was a tweet from a speech pathologist about a job opening. For the student, who had always characterized herself as a reluctant user of technology, this was a moment where Twitter was transformed from just one more messaging system she needed to keep up with to a powerful tool that might impact her future. For the next semester, I decided that I’d have students try and find professionals within their field who tweeted. What has happened since then, is that I’ve come to see possibilities for students related to research, gathering news, and building a sense of community in the writing classroom. I see Twitter as one place students can experience a tangible example of how they might situate themselves within a conversation relevant to their lives. As someone who values that sort of  conversation for my own professional growth, I hope you’ll take the time to connect to say hello, note an observation, or ask a question. I’m including some notes below relevant to my experience with Twitter so far. Thanks for reading!

Best,

Bill

Some thoughts related to Twitter in the writing classroom:

  1. Students can decide to what degree they want to be known on Twitter. If I’m “Writer89,” and my profile picture is an apple, I don’t have to be easily identifiable. Teachers should  at least keep a private record of what student is connected to which Twitter account.
  2. What might students tweet? golden lines from readings or classmates’ writing, questions, notes of encouragement, reflections, or highlights from group work.
  3. You can lose the attention of students to their gadgets. I find myself asking students to open their laptops or get out their phones and then asking them to put those devices away. You might use Twitter as a place for work outside of class time.
  4. I’ve had students write digital literacy narratives. This has worked well.
  5. Twitter has become one more way for students to engage with the classroom community. Some students speak up in class, some do well in small groups, some write emails, and some tweet. Students send tweets to me and each other.
  6. Twitter can be a place for student research as they identify people who tweet articles and links related to conversations that are important to them.


Here’s an excerpt from a student blog that highlights what I think is possible for student research and professional connections through the use of Twitter:

After reading about nuclear pharmacy jobs on @Pharmacy_Job, I decided to search on Twitter more specifically on nuclear pharmacy jobs and I found a page @NuclearPharmacy. According to the description provided, nuclear pharmacy jobs consist of nuclear Pharmacist, radiochemist, health physicists, chemists, pharmacy technicians, and radiopharmacist…I can definitely see myself using this Twitter page! Some interesting articles that I have found on this page include topics concerning diabetes, heroin drug use, and updates from the FDA.  Searching in Twitter has made me realize that the most popular jobs are still in retail and in hospitals. However, other fields and roles are slowly becoming more and more popular as well. These pages will certainly help me find a job when I graduate!

Here are some examples of the sorts of tweets my students publish:

  • I have no clue what to do my documentary film on…
  • Prof. Torg, you’re right when you say that college is a place for trying new things. An example of one of those things is this tweet.
  • Going vegetarian all this week as an experiment for my latest documentary #wishmeluck
  • I found a twitter page titled New York Internships which can help me get an internship in my major
  • social media will soon over take media outlets as time goes on we are beginning to rely more on each other than a third party
  • “The exemplary DJ is a model of rhetorical excellence, and even the everyday DJ is a model of rhetorical agility” Digital Griots
  • my summary of the article i read for hw: the internet is not only changing the way we read, its changing the way we THINK#wow
  • wat do lebron james and professor torg have in common? Hairline.


I hope you’ll take the time to say hello, offer an observation, or ask a question!

Tweet to me @BillTorg or write me an email here: William.Torgerson@gmail.com

NCTE 2012 Twitter in the Writing English Language Arts Classroom

Is This a Problem? Twitter in the Classroom

Each student Tweeted a reaction or question they had about the syllabus. Most of the students stared at their computer or cell phone screens. From my walking around the room, I saw that students were reading each other’s Tweets and responding to them. I had the website Tweetchat up on the projection screen with everyone’s Tweets. What stood out most to me at this moment was the silence. The only noise in the room was fingers punching the keys of laptops.  There was a chuckle or two. Several students nudged one another to point out something on the screen.

NCTE, Twitter, writing, Las Vegas, English, Language Arts

I took most of what I could observe as positive with one major exception: I’d thought Twitter might facilitate classroom discussion, and although that may have worked virtually, what stood out to me was the absence of audible discussion and that the students weren’t looking at each other.  I’m not sure this matters.  Is it better to have your head up and talking with others than have your attention on a screen reading and responding to texts? I want to be careful to not conclude what happened as ineffective just because it was different.  Do I have to have a noisy classroom to have an effective one?  Maybe…

I do take time to have students write in class because I know the likelihood that they’ll try it outside of class is low. So given that pedagogical choice, perhaps the silence that goes with giving students a chance to experience Twitter isn’t necessarily negative. Will the administrators who observe me see this as student engagement?

Several of the students’ tweets were missing from the Tweetchat screen at the front of the room. In most cases, this was because the students had tweeted through Twitter and not Tweetchat, even though I’d suggested the site and shown students how to get started.  The students who used Twitter had forgotten to add our hash tag “#torgchat.” Why would the students resist my suggestion to use Tweetchat?

I don’t think it was resistance at all. It was that the students hadn’t heard me suggest the site. I can’t stress this lesson enough about teaching: when a teacher (or anyone?) talks, there’s a large majority of the audience that doesn’t hear what is said.  It’s difficult for at least some people to sit still and concentrate on someone speaking. I imagine this always being a challenge but is it more of a challenge than ever because there are so many options for our attention spans?  (incoming emails, texts, and messages; TV, ads)

Rather than getting on the students all the time about not paying attention, I just try to figure out what I can do in order to get them more engaged. So I’m trying Twitter.  So I’m asking myself all the time, “What can I have the students do that isn’t sitting and listening?” I wonder, what are some of the best ways you have found to get students / colleagues to “hear” what you are saying?

Write With Me Wednesdays: The Proposal

Here’s the plan:  for an undetermined stretch of Wednesdays (how long can I keep it going and do any of you care?) I’m going to try and share some element of my teaching that invites some writing on your part.  I’m going to start with a listing activity I call writing territories.  From those territories you’ll tell me ABOUT one of the words or phrases you’ve listed, or you’ll tell a STORY that comes from the territories.  From there we’ll work into some experiments trying all sorts of strategies for writing first sentences.  It’s an activity connected to the idea that some of our best teachers can be the texts that surround us.  I call these mentor texts.

William Torgerson Love on the Big Screen Torg Write With Me Wednesdays

Below you’ll find the video version of this blog post, and once I get to a spot where it makes sense to post a handout (perhaps to be used by a teacher in a classroom) I’ll make that available to you on my website at TheTorg.Com.

Next Wednesday Nov. 16th,  I’ll post the writing territories and invite you to post your responses to the prompts on your own blog.  Once you have that up, you can leave a comment to my blog post and link us up to your answers, perhaps with a brief summary or reflection of how the activity worked.  If don’t have a blog and want to set one up, I have a tutorial video here.  Of course all you have to do is ask Google, “How do I set up a WordPress blog?” and you’ll have more help than you know what to do with.

These Write With Me Wednesdays won’t be just me telling you how I teach.  I hope you’ll critique or otherwise add to how these activities might work for a variety of purposes.  I suspect those who might be willing to give this a try will be those who want to write, perhaps some bloggers I’ve met in the past year attending two Blogworld New Media Expo Conferences, and also teachers who teach writing and those who are looking to collaborate with other writers and teachers on the craft of their work.

What do you think?  Are you up for this?  Suggestions for my plan?