Terms of Engagement: Strategies for Engendering Critical Online Discussions of Literature
Analysis of linguistic and rhetorical strategies used by students in online literature courses that demonstrate engagement. Suggestions for teachers on how to encourage engaged dialogue.
||Teaching and Learning of Literature, Online Teaching, Online Discussion Forums, Virtual Communities, Rhetorical Analysis of Online Discussion Forums
International Journal of the Humanities, Volume 3, Issue 2, pp.165-170.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 699.048KB).
Dr Mary Minock has been leading online discussions for many years, participating in pioneering efforts in computer conferencing while teaching at the University of Michigan in 1986, and extending those efforts to procuring and administering a FIPSE Grant for computer conferencing in courses across the curriculum while in Wayne State University's Interdisciplinary Studies Program. She is currently teaching online courses in rhetoric and literature online, particularly advanced composition, modern American poetry, women and literature, and ethnic-American literature to English majors and undergraduates across the curriculum at Madonna University, a Catholic liberal arts institution with a diverse ethnic population. Aside from observing her own and other teachers' strategies as they experiment with online teaching, she is interested in the rhetorical education, and rhetorical dimensions of literature. She has several articles published on composition and rhetoric teaching, and writing across the curriculum. She is also a poet, with one published book of poetry and several poems in literary journals. She is currently working on a new project: the teaching and writing of memoir. Dr Minock holds a doctorate in English from the University of Michigan.
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