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2019

Misty FullerMisty Fuller (recommended by Jimmy Butts) is pursuing her PhD in English with a concentration in Rhetoric and Composition at Louisiana State University. She expects to finish in Spring 2021. She currently teaches first-year composition courses but has taught Intensive Writing as well as Writing for Business. Misty was a visiting instructor for two years at the University of North Florida, where she was nominated for the Outstanding Undergraduate Teaching Award and served as a member of reader and assignment committees for first-year writing courses. Additionally, she sponsored and advised UNF's first Musical Theatre Club. She serves as the Pedagogy Chair for her department's English Graduate Student Association. Misty's interests include first-year writing pedagogy, WAC, WID, and community learning.

 

Is there an instructor or scholar that helped shape your career in rhet/comp? How? 
A large number of instructors helped shaped my career in rhet/comp. I keep in touch with all of my mentors, so I could never pinpoint one specific person. I argue constantly with some of them. It seems I agree on everything with others. Then, of course, there are those who fall in-between. I find that I need all of these viewpoints with their different ways of disagreeing, agreeing, and talking about the issues I face as a writing teacher to grow both as a person and as an educator. If I had to choose my two biggest influencers thus far, I would have to choose Dr. Timothy J. Donovan simply because he was patient. He used that patience to encourage me to reflect, explore, and even argue as to why I’m so passionate about writing and teaching writing. I’d also have to credit Dr. Linda Howell. Working with her has shown me the immeasurable benefits of empowering a school’s Writing Center and Program to reach out to students and instructors alike. 

 

What is the most important skill you aim to provide your students?
The skill I would most like my students to discover is curiosity. I primarily teach incoming freshmen, and they often have an idea of learning as limited to what they’re being told by an authority figure or just what they’ve heard. I want to embolden my students to go beyond what’s easily available or what the standard is (or has been), to see the value in asking questions. Meeting students in their first year of college and highlighting the value of curiosity helps frame their college experience for the better. The writing classroom is an excellent space to be curious because there are boundless ways in which to express that curiosity and find effective, respectful ways to discuss the questions that arise as a result. 

 

What have you learned from other Bedford New Scholars?
My colleagues in the Bedford New Scholars program are wonderful, caring people. Through our brave vulnerability, we comfortably communicate the struggles we face as writing instructors. Although we all come from different backgrounds and regions of the U.S., we find that we often meet the same challenges on a daily basis. It’s so comforting to learn, no matter how many times, that I’m not alone and that support from my colleagues is always available. Essentially, what I’ve learned from my fellow scholars is to not be afraid to talk, even if we’re only strangers at first comparing our syllabi. It’s wonderful what we can accomplish together if we can open ourselves up. 

 

What's it like to be a part of the Bedford New Scholars program?
It’s refreshing to be a part of the Bedford New Scholars program. Speaking with, and actually getting to know, the people who develop textbooks that are commonly used in the classroom is enlightening. Life as a graduate student can be isolating sometimes, and this opportunity allows for some appreciated interaction with those in my field who participate in a different aspect of it. Feeling that the individuals at Macmillan respect my values and experiences as a teacher is also encouraging in my journey to becoming a Writing Program or Center Director.

 

Misty’s Assignment that Works

During the Bedford New Scholars Summit, each member presented an assignment that had proven successful or innovative in their classroom. Below is a brief synopsis of Misty's assignment. You can view the full details here: Annotated Bibliography.

 

My assignment for Assignments that Work is an Annotated Bibliography in which students can write their annotated bibliography in a creative way with a specific audience in mind. That audience can be themselves, another discourse community, or a specific person. For example, if they want to write an annotated bibliography for themselves, they may do so. Let’s say that one student is a more visual learner and enjoys comics or doodling; they can create an annotated bibliography for themselves that bursts with imagery. As a part of the assignment, students must also include a reflection as to why their rhetorical choices differ from a standard annotated bibliography, with a particular audience in mind. 

 

In one sense, this assignment asks students to consider what works best for them in terms of their reading and writing habits. Consequently, they examine what it is about their rhetorical approaches that appeals to them. Alternatively, if a student chooses an audience outside of themselves, they can still have fun while continuing to reflect on what makes their bibliography different from the standardized version. Fundamentally, they must contend with the question: Why is this annotated bibliography more effective for a particular reader? This assignment encourages students to use their base knowledge of rhetoric and annotated bibliographies in order to think critically about how to transform it for that audience. I’ve only run this assignment once, but I’ve found the biggest challenge is getting students to be creative and step out of the standardized boxes.

 

Learn more about the Bedford New Scholars advisory board on the Bedford New Scholars Community page.

August Greetings! I’m writing to let you know about Pedagogue, a podcast project hosted by Shane Wood. Shane’s project is to create short episodes exploring a single topic about composition teaching or research.

 

In his own words, “Pedagogue is a podcast about teachers talking writing, dedicated to building a supportive community, committed to facilitating conversations that move across institutions and positions, and designed to help celebrate the labor teachers do inside and outside the classroom. Each episode is a conversation with a teacher (or multiple teachers) about their experiences teaching writing, their work, inspirations, assignments, assessments, successes, and challenges. The podcast is meant to promote diverse voices at various institutions and help foster community and collaboration among teachers of writing.”

 

Recently, I had the pleasure of talking with Shane and recording a podcast. Our conversation began with Shane’s question: “What advice would you give first-time writing instructors?” Wow—what a wonderful question, I thought. I can’t imagine work more exhilarating (and exhausting) than teaching writing—work that requires humility and leaps of faith and the desire to listen to and learn from our students. You’ll hear my enthusiasm for teaching and advice to first-time writing instructors here.

 

I would love to hear your advice for first-time writing instructors. Let’s start a conversation.

 

With every good wish,
Nancy

 

 

Image and Pedagogue description courtesy of Shane A. Wood.

Traci Gardner

A Grace Period Update

Posted by Traci Gardner Expert Aug 20, 2019

Grace period catRecently, several colleagues have asked me about my grace period, which is part of my late policy on student work. Their interest encouraged me to write an update on how it’s been working.

I began using a grace period in 2013, and I’ve used it ever since. When we talk about students and their requests for extensions, someone usually talks about the number of family deaths that students mention in their requests for more time to get their work done. I’m happy to report the grace period means that I never read that kind of an extension requests. That’s right! No grandmothers are killed in my classes!

So how does the grace period work? Below is the statement that I include in my syllabus for the summer session. Canvas, which is mentioned in the policy, is our course management system (CMS):

Late Policy (Grace Period)

My late policy includes a grace period that should cover most problems that come up, whether academic conflicts, an illness, a religious holiday, or a personal issue. It applies to most graded work and can be used multiple times. You do not need to ask in advance or explain why your work is late. Just take advantage of the grace period, as explained below, for any work OTHER than your final exam:

  • The due date is the day that your work is due (usually Fridays). Every student has a 3-day grace period after the due date during which the project can still be submitted.

  • The grace period occurs between the due date and the deadline. Work submitted during the grace period will be marked as late in Canvas; however, there is no grade penalty for work submitted during the grace period.

  • The deadline comes 3 days after the due date (usually Mondays) and is the final moment that Canvas will accept a project (listed as the “available until” date in Canvas). There are no extensions on deadlines. If you do not turn in your work by the end of the grace period, you receive a zero for that activity, and you cannot revise. Unlimited, punishment-free revisions are NOT intended to support those who never did the work in the first place.

Final Exam: There is no grace period or make-up option for your final exam. Your final exam must be submitted by the due date (11:59 PM on Saturday, August 17) so that I can turn course grades in on time. If you have three exams on Saturday, August 17, let me know and we can make alternative arrangement.

Extenuating Circumstances: In the case of extenuating circumstances, let me know immediately. I understand that things happen. To pace course work for everyone, I will not post work early to resolve a conflict. If you let me know reasonably ahead of time, we can find a solution. As long as you are honest and timely in letting me know what’s going on, we can try to work something out.

Religious Holidays & Events

Please take advantage of the grace period explained in the Late Policy section above if the due date for any work in this class coincides with a religious holiday that you celebrate. Please let me know before the holiday if the grace period will not be adequate, and we will come up with an alternative plan.

I have learned a few lessons in the six years that I have used the Grace Period system. After some experimentation, I settled on three days as the length of the grace period. Longer grace periods interrupt progress on the work students need to do. At one point, I used a week-long grace period. Unfortunately when a student turns in a rough draft a week late, she can’t use any of the revision strategies we are talking about during the next week of the course. Three days seems to be just right.

I also learned to warn students not to use the grace period to procrastinate. We will begin working on the next project as soon as the due date passes. During the grace period then, students will end up working on two projects at once. If they procrastinate too much, they may be behind all term. I advise them at the beginning of the class to try to keep up with the due dates, and I remind them throughout the term to try to catch up if they do fall behind.

Others have described this system as humane and supportive. Those are great advantages to be sure. I’m selfish though. I created this policy for myself. I no longer have to weigh the believability of student excuses nor respond to those email messages asking for extensions. The grace period is one of the best policies I’ve made as a teacher.

Do you have a policy that has made a big difference in your teaching? I’d love to hear about it. Tell me in a comment below. I look forward to hearing about what works in your classroom.


Public Domain video from FedFlix
Duck and Cover! by the Federal Civil Defense Administration

If you ask your students to create video projects, today’s post is for you. Showing students where to find public domain videos will give them thousands of free-to-use videos that they can clip or embed fully in their work. These resources exponentially increase their options beyond what they can gather by filming their own footage and using short clips from copyrighted material under Fair Use.

As I explained last month, Public Domain Assets have no copyright restrictions, so students can use these resources in their own work without worrying about permissions or take-down notices. All they need to do is cite their sources in an appropriate way. NASA’s Videos and Ultra Hi-Def Videos and the National Park Service, Multimedia Search from my last post, for instance, provide high-quality video footage that students can use freely in their projects.

Last week, I shared where to find public domain images, and in today’s post, I’m giving you details on some of the best public domain video resources available. These collections are arranged by the different kinds of resources that they offer, so students may find footage relevant to their subject areas at any of them.

Public Domain Search Sites and Collections

Prelinger Archive
This archive focuses on ephemeral films, which the site defines as advertising, educational, industrial, and amateur films. The collection includes a subset of home movies and has a variety of search filters that can help students find relevant footage for their projects.

Feature Films, from the Internet Archive Moving Image Archive
These public domain videos include feature films, short films, silent films, and trailers, such as the William Castle film House on Haunted Hill. The collection does include nudity (such as shorts featuring strippers) and graphic images (such as a U.S. Department of Defense film on Nazi Concentration Camps).

FedFlix, from the Internet Archive Moving Image Archive
A collection of videos from the U.S. government, this archive includes a variety of historical movies (like the Duck and Cover! video above) as well as movies related to such areas as the military, the FDA, and law enforcement.

U.S. Government Agencies, on YouTube
Many government agencies post their public domain videos on YouTube, making them widely accessible for student projects. Here are some examples that are worth sharing with students:

Students can embed videos from these collections into their projects, but they cannot download the videos without violating YouTube’s Terms of Service (unless the video has a download option).

Final Thoughts

If students are working on documentary projects or narrative projects, these public domain collections are likely to include resources that they can use. The ways that they can use the footage vary, so check the details on the sites to ensure that students abide by the policies of the collections they are interested in.

If you know of additional collections of public domain videos that are appropriate for student projects, please share them. The more resources available for students to use, the better! Just leave the details in a comment below. I look forward to hearing your experiences with using public domain resources in the classroom.

Nina FengNina Feng (recommended by Jay Jordan and Andrew Franta) is pursuing her PhD in English with an emphasis in Writing and Rhetoric Studies at the University of Utah. She expects to graduate in May 2021. She teaches Intermediate Writing, Writing in the Social Sciences, and Write4U, a course for transfer students. Her research interests include game pedagogy, multimodality, sensory rhetorics, and critical race theory.

 

What is your greatest teaching challenge?

I’ve faced many difficult situations and made many mistakes throughout my teaching career. It’s taught me that I have to continue educating myself on student needs and working towards recognizing my own biases, which is a process that I hope to always engage in. One of the greatest challenges I’ve faced in teaching is to be self-aware and unafraid to relinquish control, along with previous ideas of success in writing. I try to be thoughtful about how I expect students to respond, or how the lesson should go because if we allow students to claim authority and show us unexpected ways to approach assignments, we can give them space to grow in confidence and develop their own aims and strengths. 

 

How do you hope higher education will change in the next ten years?

I hope that more and more teachers and institutions will adopt translingual approaches, emphasizing the acts of translation and interpretation that happen when we communicate, destabilizing curriculums that depend on standards of white supremacy. I think we’re seeing more of that happen in many fields, and we’re beginning to embrace language difference as potential, rather than deficit.

 

What do you think instructors don't know about educational publishing but should?

I think instructors should know that there are meticulous processes and engaged conversations happening with publishers and educators on the ground. Many of the materials that are created can be extremely useful, in supplementary ways and beyond composition classrooms as well. It’s worth considering and looking through potential textbooks to see what might help new instructors, in particular.

 

What have you learned from other Bedford New Scholars?
I was very fortunate to work with an incredible group of graduate students, and I learned so much from each one of them. I realized how much social justice work is happening at multiple institutions, and also how we’re all trying to reinvent similar assignments, ones which depend on basic, durable rhetorical models but need innovative modifications to address student needs. I also learned how many brilliant ideas are brewing in the minds of individual instructors — we could all benefit from a larger network of closer connections across institutions.

 

During the Bedford New Scholars Summit, each member presented an assignment that had proven successful or innovative in their classroom. Below is a brief synopsis of Nina’s assignment.

 

Nina’s Assignment that Works: Rhetorical Synthesis of Multimodal Works
For this assignment, students are asked to choose four pieces of media/readings we’ve been studying during the first month of the semester, and to write a synthesis focused on the similarities and differences between rhetorical strategies utilized among the pieces. The pieces range from radio clips to short films to video games, encouraging students to become more aware of the mediums and modalities that contribute to rhetorical effectiveness. In an effort to help students think about the various tools, people, histories and contexts involved in communication, I think the more diverse the modalities and media we present, the more visible we can make the multiple layers of communication processes. 

 

Learn more about the Bedford New Scholars advisory board on the Bedford New Scholars Community page.

Illustration of Frederick Douglass
Public Domain Illustration of Frederick Douglass

In my last post, I shared details on Encouraging the Use of Public Domain Assets in student projects. Public domain images, video, text, and audio provide free-to-use, copyright-free resources that students can incorporate in any of their work, such as illustrating a pamphlet, creating a slideshow, or producing a video.

The public domain illustration of Frederick Douglass on the right, for instance, could be used in a student project, with details on its source in the Flickr collection of the Internet Archive Book Images as well as the illustration’s original source.

The challenge with public domain resources is knowing where to find them—and that’s my topic this week. I will share several subject-specific sites, and then I conclude with collections that cover a variety of topics. The sites I am sharing do include some video and audio resources, but the majority focus on images.

Public Domain Search Sites and Collections

The National Aeronautics and Space Administration (NASA)
As I mentioned last week, NASA is the ideal source for any student working on aviation, aeronautics, or space-related topics. The NASA website includes three different kinds of multimedia:

Because NASA is a government agency, all of NASA’s multimedia are usable within public domain permissions.

National Park Service
Students can find resources on historical locations, natural landscapes, and the inhabitants of those landscapes. The National Park Service, Multimedia Search can help students find such resources as photos of the Martin Luther King, Jr. Memorial and a video on Preserving the Historic Orchards at Manzanar National Historic Site (a WWII Japanese Internment Camp). The site includes photos, videos, audio, and webcam footage. Do remind students to check usage rights as they decide on resources to use. Most of the materials are in the public domain, but there are some exceptions.

U.S. Department of Agriculture (USDA)
The USDA Agricultural Research Service maintains an Image Gallery Search that includes photos related to subjects such as crops, animals, food, insects, and lab research. The USDA Agricultural Research site also includes a collection of videos, issued from 1996 to present. The videos focus on various research and news stories, such as this video of Honey Bees Tossing Out Varroa Mites.

National Oceanic and Atmospheric Administration (NOAA)
The collections in the NOAA Photo Library include all the images from the National Weather Service, highlighting both storm photos and unusual meteorological phenomena. The library also includes collections on Fisheries, Gulf of Mexico Marine Debris, and national marine sanctuaries.

Flickr Resources
Many governmental agencies have collections on Flickr, and you can quickly find them by visiting the USA.gov Group Photostream. The group combines the photostreams of official U.S. federal, state, and local governments on Flickr, with collections from groups ranging from the U.S. Corps of Engineers to the Peace Corps.

The Commons on Flickr is an international group of cultural institutions that provide public domain images, such as the Smithsonian Institution on Flickr and the British Library on Flickr. The group includes museums, historical societies, religious archives, and university collections.

Wikipedia Public Domain Resources
Wikipedia uses public domain images on many of the entries on the site. As a result, Wikipedia maintains a list of Public domain image resources. The dozens of sites listed repeat some of the resources above (such as the British Library on Flickr), but they also include sites that organize images from other collections. While the sites above are all reputable and reliable, the sites on the Wikipedia page may not be. If you recommend this page to students, spend some time talking about how to evaluate Internet resources.

Final Thoughts

In addition to knowing where to find public domain resources, students need to know how to cite the resources they include in their projects. I talk about documentation before students even begin their search for assets to help ensure they avoid citation errors. To my way of thinking, reminding students to gather citation details for a photo is just like reminding them to write down the page number for a book quotation they plan to use.

This week’s links favor photos and illustrations that can contribute to any multimedia project. There are times when students will want to go beyond still images however, so I will share collections that focus on video footage in my next post. Until then, let me know if these sites are useful or share some of your own favorite public domain sources. Just leave me a comment below. I can’t wait to hear from you.

Image credit: Illustration of Frederick Douglass from Internet Archive Book Images, used under public domain.

Stephen Parks

Podcast: Pedagogue

Posted by Stephen Parks Expert Aug 2, 2019

Today I'd like to highlight Shane A. Wood's podcast: Pedagogue

 

Pedagogue is a podcast about teachers talking writing, dedicated to building a supportive community, committed to facilitating conversations that move across institutions and positions, and designed to help celebrate the labor teachers do inside and outside the classroom. Each episode is a conversation with a teacher (or multiple teachers) about their experiences teaching writing, their work, inspirations, assignments, assessments, successes, and challenges. The podcast is meant to promote diverse voices at various institutions and help foster community and collaboration among teachers of writing. 

 

Recently, I was fortunate enough to have several conversations with Shane: the first (Episode 4 of the podcast) building on the ideas developed in Writing Communities - building community partnerships and teaching within a social justice framework, and the second (the first Bonus Episode) discussing whether graduate education is meeting the aspirational goals of the new generation of community-engaged graduate students. I invite you to take a listen, as well as to explore Shane's other episodes!

 

What are your thoughts on building community partnerships? How do you incorporate social justice in your classroom? Find me on Twitter (@StephenJParks) to let me know, or reply in the comments below!

 

 

Image and Pedagogue description courtesy of Shane A. Wood.