Connections IM: Chapter 11

Chapter Eleven

Placement

Many computer-assisted classes use some form of real-time electronic conversation to conduct class discussions. These can be either Internet-based or run on a local area network. If you plan to work in these chat environments, you might consider having your students read Chapter Eleven to introduce them to some of the benefits and problems with the medium itself. We've found that often our best real-time discussions examine the difference between real-time and face-to-face exchanges.

Authors' Warning

Although there are any number of important benefits that can be gained from electronic real-time discussion which we detail in the chapter, we'd like to take this opportunity to reiterate several concerns about working in MU* environments so that instructors will be prepared to use this medium.

MU*s are hard to work into composition classes because they don't lend themselves to traditional argumentation.

MU*s tend to work better for brainstorming and other real-time interactions.

Be prepared for a certain amount of playful activity from students on the MU*. Particularly during their first few times in this environment, students tend to be distracted by the novelty of the experience. Expect a few chaotic discussions.

Remember that extended MU* composition projects require a significant amount of time. Similarly, there is a steep learning curve, so be sure to allow sufficient time for larger projects.

For More Information

Instructors who wish to read more about real-time composition theory might find the following resources useful.

The Daedalus Web Site, http://www.daedalus.com
Journal of Computer Mediated Communication, http://jcmc.mscc.huji.ac.il
Daisley, Margaret. "The Game of Literacy: The Meaning of Play in Computer Mediated Communication." Computers and Composition 11 (1994) 1107-119.
Quinn, Carolyn Knox. "Authentic Classroom Experiences: Anonymity, Mystery and Improvisation in Synchronous Writing Environments." CWRL, The Electronic Journal for Computer Writing, Rhetoric and Literature. http://www.cwrl.utexas.edu/~cwrl/v1n2/article2/aspect1.html (4 Aug. 1995).
Regan, Allison. "'Type Normal Like the Rest of Us': Writing, Power and Homophobia in the Networked Computer Classroom." Computers and Composition 10 (1993): 11-23.
Selfe, Cynthia L. "Computer-Based Conversations and the Changing Nature of Collaboration." New Visions of Collaborative Writing. Ed. Janis Fordman. Portsmouth, NH: Boynton/Cook, 1992. 147-169.

Instructors looking for additional reading about MU* environments might explore the following articles.

Bennahum, David, "Fly Me to the MOO: Adventures in Textual Reality." Lingua Franca. May/June, 1994: 1, 22-36.
Bruckman, Amy. "Gender Swapping on the Internet" (ftp://ftp.media.mit.edu/pub/asb/papers/gender-swapping.txt)

Chapter Exercises

Exercise 11.1 Describing a MU* Character

Time: This is a good homework assignment. It can be done in class, but often it takes a little while to come up with a good character description.

Suggestions: It can be fun and useful to have students pair off and peer critique each others' character descriptions. This will give students an opportunity to see how an audience perceives them after reading their description.

This exercise can also be done in connection with the role-playing in Exercise 11.2. Instead of having students describe themselves, ask them to describe the character who they'll be role-playing. What characteristics are most important and how can they be emphasized in a physical description?

Exercise 11.2 Role-Playing

Time: The actual role-playing can take place in a class period, although it will help to have students prepare materials ahead of time. It can also be done over several days with students switching roles.

Suggestions: This exercise works quite well with literary texts. Use role-playing to act out certain characters or scenes from a literary work as a way of analyzing character motivation.