Terms of Engagement.
This paper uses rhetorical text analysis to provide an index of strategies of students in online forums devoted to literature that demonstrate engagement with literature and with each other. Student engagement is shown through a heightened investment of time, attention to the learning of colleagues,...
| Published in: | International Journal of the Humanities Vol. 3; no. 2; pp. 165 - 171 |
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| Format: | Article |
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Common Ground Research Networks
Oct2005
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=25038779&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 25038779 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15IH jtl: International Journal of the Humanities maglogo: N pubinfo: dt: Oct2005 vid: 3 iid: 2 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 25038779 ppf: 165 ppct: 6 formats: fmt: @attributes: type: P size: 322KB tig: atl: Terms of Engagement. aug: au: Minock, Mary affil: Madonna University, United States of America su: Literature Humanities Internet in education Computer assisted instruction Teachers Cyberspace sug: subj: Literature Humanities Internet in education Computer assisted instruction Teachers Cyberspace keyword: Online Discussion Forums Online Teaching Rhetorical Analysis of Online Discussion Forums Teaching and Learning of Literature Virtual Communities ab: This paper uses rhetorical text analysis to provide an index of strategies of students in online forums devoted to literature that demonstrate engagement with literature and with each other. Student engagement is shown through a heightened investment of time, attention to the learning of colleagues, identification with authors and characters, and imitation of literary work. The paper also outlines practical strategies of online teachers that encourage such engaged dialogue. Briefly, teachers might find several ways to provide initial structure to online forums that encourages security, shared authority, and responsibility for course building among students. They might also construct opportunities for students to personalize and imitate the literature they are reading. Finally, they might catalyze engagement through dialogue that demonstrates patience, humility, faith in the learning community, humor and play. As almost all commentators observe, conversations between students and teachers are transformed in cyberspace. Yet such transformed conversations are nonetheless appropriate for the task at hand: instilling a love and knowledge of literature. My conclusions are based on twenty years of experience leading online discussion forums in composition and literature courses and on analyzing transcripts from forums of colleagues across the curriculum. My most recent examples are drawn from Blackboard-supported dialogue in modern American poetry courses, women's literature courses, and ethnic-American literature courses taught to commuting students in a suburban liberal-arts college in Michigan, United States. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of the Humanities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of the Humanities holder: Common Ground Research Networks dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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