Comments on: Reading to Write http://borderland.northernattitude.org/2006/12/23/reading-to-write/ (bôr'dər-lănd') n. Located on or near a frontier. An indeterminate area or condition. Tue, 02 Mar 2010 16:24:44 -0800 http://wordpress.org/?v=2.9.2 hourly 1 By: Teachers Teaching Teachers » Blog Archive » TTT_33 12_20_06 http://borderland.northernattitude.org/2006/12/23/reading-to-write/comment-page-1/#comment-17014 Teachers Teaching Teachers » Blog Archive » TTT_33 12_20_06 Sat, 30 Dec 2006 16:07:48 +0000 http://borderland.northernattitude.org/2006/12/23/reading-to-write/#comment-17014 [...] Borderland » Reading to Write [...] [...] Borderland » Reading to Write [...]

]]> By: Marco Polo http://borderland.northernattitude.org/2006/12/23/reading-to-write/comment-page-1/#comment-15613 Marco Polo Sun, 24 Dec 2006 03:22:57 +0000 http://borderland.northernattitude.org/2006/12/23/reading-to-write/#comment-15613 "Business as usual" acrostic is sophisticated. The teacher obviously has two difficulties rolled into one: trying to introduce the idea of intertextuality and helping learners develop their abilities in that, and on the other hand guiding the students through the technical "a href=..." stuff. With my (19/20 year-old) students, I would separate the two tasks: have them practice intertextual linking orally and in writing (pencil and paper) first, and practice some html later. At the moment, my students add links only because I tell them they have to: they don't see it as useful or interesting for peer readers, but that's because when they do classwork, they're not thinking of their classmates as peer readers, or of themselves as peer writers. Classwork is what you do to make the teacher happy (or at least not piss him off). “Business as usual” acrostic is sophisticated.

The teacher obviously has two difficulties rolled into one: trying to introduce the idea of intertextuality and helping learners develop their abilities in that, and on the other hand guiding the students through the technical “a href=…” stuff. With my (19/20 year-old) students, I would separate the two tasks: have them practice intertextual linking orally and in writing (pencil and paper) first, and practice some html later. At the moment, my students add links only because I tell them they have to: they don’t see it as useful or interesting for peer readers, but that’s because when they do classwork, they’re not thinking of their classmates as peer readers, or of themselves as peer writers. Classwork is what you do to make the teacher happy (or at least not piss him off).

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