My assignment uses WebCT as a platform. For this particular assignment, WebCT provides a repository for students Thought Letters and a method for students to respond to each other's ideas on the meaning of a short story, and the textual features that conveyed those ideas. Also, having the students put their work in a discussion area on WebCT allows me (and them) to compile the essays and their comments. This may help students in writing their formal short literary analysis essay.
This process also allows me to assess their papers, either online, or after printing out hard copies. Perhaps most importantly, this protocol allows me to monitor student work by checking to see whether or not they have posted their essay, or responded to others. I can also reply to students who may be having difficulties. Also, they may email me or post a cry for help, or if we are in room with computers, they can call for help, or sidle up to me. I have used this process in the past and it is a very effective workshop method.
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4 comments:
Donna's comments:
Will students already know about textual features (as you call them) of a short story?
Are you asking them to discuss what they think are themes, ideas? I guess I imagine being a student and thinking meaning is a big concept, meaning of entire story, meaning of something more specific, like color of the protagonists shoes...?
I like this idea. The rationale fits the assignment like a glove.
Good imaginative work.
Donna--we will have already discussed what students know about short stories, memorable short stories, why they were effective, and also have done some readings and discussion in Gardner's Writing about Literature. This story is only about 600 words in length, uses some description, figurative language, but is very accessible for students to enter into discussion.
Submissions are time coded, so you can tell who is submitting projects on a timely basis, versus those who procrastinate (either the real definition, or our re-definition) to the end
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