Blogging by Amy Huddock

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Using Blogging in the classroom presentation by Amy Huddock

Using Blogging in the classroom presentation by Amy Huddock

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  • 1. Blogging in the Classroom By Amy Hudock (Pinewood Preparatory School)
  • 2. Writing Prompt
    • Please write a paragraph on the following writing prompt:
    • When you hear the word “blog,” what is your response?
  • 3. What is a blog?
    • The word “blog” is short for “web log”
    • Began being used by the innovators of the internet to track their movements on the web.
    • Taken up as a diary form for personal publication
    • Blogging programs made for first easy and direct web publication
    • Now blogging going respectable
  • 4. How can we use blogs for educational goals?
    • Engage students in a writing community
    • Create online student writing portfolios
    • Track student writing across disciplines
    • Foster writing across the curriculum
    • Assess writing program progress
    • Teach internet safety and appropriateness
  • 5. Specific Applications
    • Internal blogosphere -- a protected space vs. public blogs
    • Class blogs controlled by teacher and posted on by students
    • Student blogs controlled by students and posted on by other students
  • 6. Class blogs
    • Allow the teacher to:
    • post questions or writing prompts for comments and discussion
    • provide a list of homework assignments
    • post a list of students’ individual blogs
    • Sample:
  • 7. Student Blogs Help Students
    • Allow students ownership of a creative, protected online space
    • Take “classroom publishing” to a new level
    • Make student work open to comments
    • Develop good internet etiquette.
    • Make them editors as well as writers
    • Sample: http://ash- /
  • 8. Student Blogs as On-Line Portfolios
    • follow students through their academic careers
    • eliminate the need for paper portfolios.
    • can be accessed from any computer
    • can be viewed by students, parents, and administrators
    • can be used to track a students progress
  • 9. Create your own blog
    • Go to
    • Follow the directions to create an account (free)
    • Follow the directions to create your blog
    • Write down address and password and give address to Amy
  • 10. Make Your First Post
    • Open the MS window into which you typed your response about blogging
    • Copy your response
    • Go to your blog
    • Click on “New Post”
    • Paste your response into the editing window
    • Hit “Save” or “Publish”
    • Click on “View Blog” to see your new publication. Hit “refresh” if needed.
  • 11. Blog Enhanced Writing Process
    • Prewriting 
    • Drafting
    • Initial Peer Response: fact-to-face peer editing
    • Peer Editing on Blogs
    • Teacher Comments on Blogs
    • Revise and Bring New Hardcopy Draft for Face-to-Face Peer editing
    • Turn in Paper (post and/or print)
  • 12. What Students Say about Peer Editing on the Blogs
    • Allows them to read the work of all their classmates
    • They can judge their own paper against others
    • They can get new ideas
    • They learn to set up standards and judge against them
    • They get good feedback from classmates
    • They learn to write better by editing others
  • 13. But is it improving their writing?
    • Researchers tend to say “yes” and agree with Charles Lowe and Terra Williams:
    • “weblogs can facilitate a collaborative, social process of meaning making, leading us to believe that weblogs . . . enable a comfort zone, a social environment where anxiety about the teacher and of school writing is reduced, while also drawing on other benefits of writing publicly”
  • 14. Should you try blogging?
    • Blogging can enhance what you already do
    • It engages students
    • Grading on-line homework and assignments is easy
    • Can foster a writing community across your campus
    • Can be fun!
  • 15. Webliography
    • An Empirical Test of Blogging in the Classroom
    • Steps Toward a Successful Classroom Blog
    • Power Surge: Writing-Rhetoric Studies, Blogs, and Embedded Whiteness http://
  • 16. Webliography
    • Introduction: Weblogs, Rhetoric, Community, and Culture
    • Blogs as Virtual Communities: Identifying a Sense of Community in the Julie/Julia Project
    • Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs
  • 17.
    • The Labyrinth Unbound: Weblogs as Literature
    • Moving to the Public: Weblogs in the Writing Classroom