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Using Twitter In the Writing Classroom: Rhetorical Composition And Research Skills

Kate Caruso Kate.Caruso@ccd.edu Twitter: @WriterCar
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Kate Caruso

on 11 April 2013

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Transcript of Using Twitter In the Writing Classroom: Rhetorical Composition And Research Skills

What Is Twitter? Second Step In Using Twitter For Rhetorical analysis: Other Advantages Of Using
Twitter For Teaching Composition The Hashtag: What Is It? Why Use Twitter In The Classroom? Using Twitter in the Writing Classroom: Rhetorical Composition and Research Skills


Having Students Compose Tweets Themselves With and Without Links To Research:

*The Unique 140 Character Format Of The Tweet Allows Users Limited Space To Discuss Relevant Information (ie A Thesis Statement Or A Hook) Within Their Tweet.

*Because Twitter Is A Public Forum, The Need For Complete Sentences That Are Informative And Interesting Adds Relevance To Each Tweet


*Students Quickly Learn They Must Link To Relevant Research If They Want Their Peers To Continue To Follow Their Posts (Develop Own Sense of Ethos).

*Allows Students To Create Their Own “Research Log” That:
Links To Relevant Topics On Their Subjects,
Completed Close Reading Step In Analysis Before Tweeting Out
Establishes Context - By Having Them Write What The Thesis Of Each Article Was, Then They Have A Complete Log That Is Easily Accessible For Them To Refer Back To. Twitter Is A Social Network That Shares Information Across All Disciplines In Real Time.
Community Driven Means Only Tweets That Are Relevant, Interesting, Or Entertaining Show Up In Top Searches
*Increased Class Participation

*Many Students Already Familiar With Twitter! Allows Them A Sense Of Connection With Course Material

*Teach Students To Write In Concise, Well Thought Out Sentences (140 character limit)

*Engage In Critical Analysis Of Text.

*Broader Writing Community Shows Support By Re-Tweeting, Replying, and Engaging In Tweets - Giving Instant Feedback And Audience Awareness. Distinguished by the # sign:

The Hashtag Is An Agreed Upon Community Of Discussion On A Specific Topic -The # Separates The “Meta From The Meat,” As Chris Messina, Creator Of The # Claims, In The Sense That It Creates A Link To A Community Discussing One Particular Topic.

https://twitter.com/i/discover Kate Guthrie Caruso
Instructor English and Literature
Presentation available at:
Prezi: bit.ly/CompTweet
Video Cast: bit.ly/CompTweetVid Finding good research tweets Using Twitter For Rhetorical Analysis



What is rhetorical analysis: At Its Heart, Rhetorical Analysis Is The Close Reading Of A Text That Critically Examines The Relationships Between The Text, Context, Audience, And Author.

Though Twitter, Students Engage In This Type Of Analysis In Three Ways:

*Finding Relevant & Helpful Tweets – Students Learn To Assess A "Good" Tweet By The Information In The Tweet, And The Articles That Are Linked.
This Teaches Them To Assess Both The Ethos (Credibility) Of The Writer Of The Article And The Tweeter Themselves.

*Creating Their Own Tweets That Mimic This Type Of Good Analysis So That Their Tweets Are Then Relevant And Important (Creating Their Own Twitter Ethos).

*Lessons In Audience. By Interacting with A Larger Community Than Just Classmates, They Engage In Self-Publishing, Trying To Get Their Tweets To Be Re-Tweeted, Replied To, And Engaged With both. A Good Tweet With Research Is Essentially Composed Of Two Things:

1. Either A Thesis Statement Or A Hook Connected To The Article Topic
2. A Link To An Article That Is Relevant And Well Written

*Twitter Also Offers A Preview Function So Students Can View The First Paragraph Of An Article To Further Asses Its Validity And Relevance.

Without These - Students Quickly See That They Don't Click On Links, Nor Do These Tweets End Up In Top Searches. TweetChat http://tweetchat.com/

Website Connected With Twitter That Allows A Group To Use A # And Participate In A Conversation In Real Time.

Conversation Projected In A "Chat" Room For The Group To Follow Easily.

*When Having Students Compose Tweets, If you Use TweetChat, And A # Created For Your Class, You Can project The Discussion On A Monitor. Students Can Either Use Computers Or Text To Participate In The Discussion - They Simply Need To Use The # You Are Using.

*Allows For Immediate Feedback And Course Discussion

*Students Can Still Use The "Reply" Or @ functions In This Program As It Is Designed For Group Discussions.

http://tweetchat.com/room/ENG121 https://twitter.com/ FERPA Because Of FERPA Laws, Make Sure To Protect Your Student's Identities!
*Make Sure They Use Their School Email
*Make Sure They Do Not Use Their Real Name For Their Twitter Name Or Their Twitter @------ Kate Guthrie Caruso
English and Literature Instructor
MFA

Kate.Caruso@ccd.edu
Twitter: @WriterCar

Presentation available at:
Prezi: bit.ly/CompTweet
Video Cast: bit.ly/CompTweetVid


Thanks for Coming! Questions And Or Comments? Research: Using Trends And #Discover

Because Twitter Is In Real Time, When You Do A Hashtag Search, Twitter Automatically Populates The “Top” Tweets (You Can Individually Click “All" But This Expands The Database Exponentially).

*Top Tweets Are Essentially A "Peer" Reviewed Narrowing Down Of Results (Defining Peer More Broadly Than Academic Sense But It Is A Community Peer Review)

*Tweets That Are Spam Or That Are Not Important, Funny, Or Relevant Do Not Get Viewed Or Re-Tweeted And Thus Do Not Show Up In The Top Searches On A Topic.

*This Allows Students To See The Relevant Information Being Said In Real Time On A Topic.

https://twitter.com/i/discover First Step in Using Twitter for Rhetorical Analysis:
Full transcript