"The Uncanny Film Festival & Camp Meeting,
starring the incredible Dr. Mazeppa Pompazoidi!" -- NOT!
Welcome to Blogging 101 cleverly disguised as Comp II with Professor Andy Trevathan.
"Where have I been?", you might ask. Let's just say that writing a dissertation and two other separate research projects AND teaching two sections of comp kind of takes up one's 'free time.' I haven't added to this blog in quite some time, so I decided to add something about blogging. Go figure... My new buzz word is metaconnective, and that's the partial aim of this here blog (haha).
For those of you who don't know, I teach composition at the You of A *snicker*. This semester I am teaching Comp II. Unlike last year, the newly redesigned Comp II is not literature-based; it has a focus on literacy and literacy acquisition with a definite composition/rhetoric stance. The articles in the textbook are ones I didn't read until graduate school (no, not the Masters, but the PhD), so I knew teaching these articles would be challenging. Nobody likes reading boring articles ... especially ME, so how does one breathe a little life into this comatose-level core class? My answer: BLOGS.
Admittedly, I was more than reluctant to add the blog portion to my new Comp II syllabus. For me, it meant hassling with what used to be WebCT (back in the day), but is now known as Blackboard. Trying to learn all of the technical 'ins and outs' of Blackboard design seemed like a huge pain in the arse. So, I created the blog assignment begrudgingly only because my department said I had to have a blog assignment *sigh* First, I decided in my infinite wisdom <sic>, that we would post our blogs on Facebook.

Bad idea, right? Right. You can't add cool pics, or use visually-interesting fonts, and the format hassle was just too great. So, I acquiesced and spent more than half of my waking day to figuring out Blackboard's blog function. Half a day (from around 11am to sometime after dark) was spent tweaking and experimenting with the Blackboard blog platform. It only took me an hour or so to write a blog (with pictures and edits), so I spent the rest of my waking day fumbling with online course design. Okay, I admit, it was time well spent. Our first class blog assignment was okay, but because it was based in our literacy experiences the students viewed the writing prompt as a little boring. All this reading and writing about literacy and discourse had my undergraduate students hungry for something different. We all know that Mexican food (or ice cream, Indian food, shrimp, etc.) is delicious until you have to eat it every, single, freakin' day...
My students begged for a chance to write about something of their own choosing. Novel idea, I know. So, I gave them a 'free write' which would count as a weekly quiz/attendance/participation grade of sorts. I told them they could write about anything, and they did. I had one student who started out writing an autobiography, but that autobiography developed into a 'hairography' which was my student's journey through different hairstyles and hair issues. This student was African-American and wrote a funny, touching, informative blog about her 'hair journey of discovery.' It was a good read, and the pictures were totally adorable (tots adorbs to all of you linguistic hipsters). Another student wrote about her summer of homelessness and living in her car while traveling across country.
I looked forward to reading every single one of these blogs.
Why did I look forward to reading a student blog much more than I ever looked forward to reading a student paper? Well, I think it was because they had a better 'grip' on their own personal voice. Plus, it was often a subject that they felt some authorial ownership. They owned these stories because many of them had already lived these stories. Now, not every one of these student blogs were great. Some were, well, just so-so. Many of the stories which emerged out of this experiment were touching and funny, interesting and compelling, and I didn't have to forge through 6 pages of hum-drum rivers of drivel to find a nugget of gold. Are blogs indicative of our 21st century mentality of immediate gratification? Probably.

All I know is that in teaching students to write, a voice and control over their topic are important elements for any 'good' writing assignment. We can develop the other 'tricks' later. Commas, semi colons, etc. are important, but they are not usually what makes or breaks a writing assignment UNLESS you're being graded by someone who considers only the shallow 'surface features' the heart of writing. Those shallow grammar-nazis should be teaching grammar, not writing. Yes, they are different classes. Yes, you should know the rules before breaking them effectively, but when you are trying to teach a young someone to channel their thoughts to the page, I think a writing teacher should focus on other elements like finding a voice and using personal experience to shape a way a writer writes.
I know this because I am a former grammar nazi. Then, I went to grad school. THEN, I started teaching. Grammar, punctuation, etc. ARE IMPORTANT. But, thoughts trump comma placement.