1. Course Blog for Modern Jewish Literature
The query: will a course blog where undergraduate
students are required to create public posts in
response to assignment prompts help them develop
more reflective writing practices?
The answer (meanwhile): not so much, but there seem
to be other virtues….
Barbara Mann, bamann@jtsa.edu
3. Basic logistical information
about course readings and
requirements is updated as
necessary.
Sidebar provides important
links regarding assignment due
dates, academic
integrity, tutorials and recent
blog activity.
Student enter photo avatars
which helps everyone attach
names to faces more quickly.
4. Early blog assignments
resemble normative
“response papers” and
include detailed
instructions about
content, posting and
word length.
5. For each assignment, students are also required to comment on at
least one blog post by a fellow student, offering constructive criticism
of their post.
6. Blog posts are graded and integrated into broader course assessment
on Blackboard.
7. Assignments become more
complex and require students to
incorporate digital media in their
posts. Professor sample post
(below) models best practices.
8. After realizing that blog was not
helping improve student writing in a
sufficiently focused fashion, blog
goals are reassessed. Introduction
of SoundCloud, a platform that
allows for podcasting and
integration with WordPress,
provides another vehicle for student
expression, encouraging students to
gain comfort and confidence
speaking extemporaneously about
texts read for the course. Especially
nice to hear the voices of students
who are ordinarily quiet in class.
9. Final blog assignment will require students to use Google maps
to chart literary space through text and image.
10. The take-away (so far)
Need to create exit survey to gather student
responses regarding efficacy and experience
of blog.
While the blog does not seem to have directly
contributed to improved student writing, it
has provided a flexible platform for critical
engagement with literary texts.
