Blog and Wiki Journaling and E-Portfolios about Themes of
Nature and Place Memory Engage Student Voices for Advancement of
Student Potential in Computer Enhanced Traditional and Distance
Learning Classrooms
My original framework for teaching freshman
English composition in computer enhanced classrooms based on Socratic Methodology Model, student-directed learning, E-portfolio, blog and
wiki in learning communities engages student voices. Create a classroom community where students participate as active learners by
technological friendly models; Through my own experience of basing my newest novel entitled The Passing Light on a travel diary, I create
strategies based on the travel journaling of Thoreau. My students create E- journals as primary sources for essays. Writing based on
keen observation and self discovery as a part of learning to write. Information processing generates active students.

Methodology for student's e-portfolios

Themes of Nature and Place Memory Engages Writers Voices by Maryann
My original framework for teaching writing nature journals is based upon my own experiences. My thesis is to engage in remembering place.
The platform of nature writing can result in a series of thoughts that may become finished blogs, wikis, web pages, or technology based
nature journals. Writing has a new meaning in the virtual setting. Travel journaling about natural spaces engages place memory. Through a
study of Thoreau?s Walden, I suggest that travel journaling retains and preserves place memory.

Nature writing experiences engage writers.

DiEdwardo's Blog and Wiki Planning Nature Journaling Framework
I. Identify nature Journaling, Blog and Wiki Protocol
II. Organize Blog and Wiki Structure through Natural World
III. Compose Blog and Wiki Structure
IV. Formalize Structure of Content into Journal through Photos, Art,
Scrap Book
V. Present Blog and Wiki Newsletter, Presentations, Essays to family
or professional setting
VI. Conclude Blog and Wiki Project
VII. Evaluate Blog and Wiki
VIII. Practice Self Discovery Journaling
IX. The self discovery journal based on academic interest or life
story prepares the writer for analytical tasks. Compare and contrast,
classify, process, argue, apply cause and effect, define, explain,
persuade or narrate.

I. Identify Blog and Wiki Protocol Create a travel journal based on a personal experience and study of Thoreau's travel journaling for
Walden. Read Walden. As you explore the work and the writer, you are exploring travel journals as a new paradigm for life story writing.

II. Organize Blog and Wiki Structure Other frameworks include writing about blog or wiki lectures, web experiences like video streaming
searches and reviews linked to blog or wiki posts, group research library searches through blog links and wiki, after all, blogs and
wikis create the new 21st century writer who is making history. Blogs and Wikis are technology areas where students learn to share thoughts
on life as writing topics or to add to writing topics. Save blog and wiki posts and refer to them daily; they are documents educators can
refer to as citations or use as preliminary parts of papers.

III. Compose Blog and Wiki Blogs and Wikis can be poetry fiction drama presentations where students post a short set of web sites or literary
terms or parts of writing and gain discussion journal points or use the experience actually to write a paper. Papers can be ABOUT blogs
and wikis. Live internet experiences are life and students write about life or about others who understand aspects of the human condition.
Blogs and Wikis are live writing process events as well. Assertive blog and wiki activities include critiques of peer writing, group
writing, and references to other students? blogs and wiki posts and Professor conferences. The platform of blog and wiki can result in a
series of thoughts that may become finished research essays.

IV. Formalize Structure of Content into Essay Rooted in educational theory based upon Literary Traditions, historical memoir writing
creates students' voices. My pedagogy is based upon current teaching practices with focus on journaling through technology, writing process
within technology classrooms, electronic portfolios, group projects through technology with wiki, blogs, discussions and chats as primary
tools for learning how to write through concepts ignited through Transcendentalism. Reader Response Theory, New Historicism,
Deconstruction and Writing Process combine to produce an educational setting that provides the writing students with spaces to plan,
revise, edit, polish essays, and learn to produce creative non-fiction projects. Writing, an art, is a necessary endeavor natural for the
growth of human intelligence.

V. Present Blog and Wiki Newsletter, Presentations, Essays
As cultures converge in global 21st century classroom, students of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be enhanced by a new fourth ?R? or remembrance as educational focus for the age of
technology and multiculturalism. Language is the basis of classrooms whether traditional, enhanced or distance. In fact, Howard Gardner, in
Frames of Mind (1983 page 78), regards the ?rhetorical aspects of language as the ability to use language to convince other individuals
of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the
potential of language to explain and reflect on itself as in metalinguistic analysis.

VI. Conclude Blog and Wiki Project
Ultimately, I utilize the new idea of processfolio presented by Howard Gardner (1993). My students took all semester to create first, second and final drafts of essays, group projects, and discussion journals in an electronic virtual classroom. The emphasis on journaling, group activity, processfolio, and electronic learning are listed in current literary theories as new techniques for teaching writing. Mary Jo Potts suggests that ?students who read widely and well tend to develop greater personal style and power as writers from their reading models?their writing skills rarely
evolve without guidance and encouragement.? Her theories center upon helping students become effective writers through articulated
departmental expectations, varying assignments with journals, teaching writing process, encourage developing style, and holistic scoring. I
base the curriculum design in English I and II on a new musicality contextual framework designed to build upon Potts (1998) as well as
Gardner (1993) and the work of Mary Catherine Bateson (1994).

VII. Evaluate Blog and Wiki Student Performance.
Design the blog and wiki framework as a planning tool based upon curriculum goals. For instance, in my English I classes at Lehigh University fall 2007, I used a wiki to generate quizzes that are the basis of a final group essay project. Based upon the research of Lev Vygotsky in the field of
Activity Theory ( Vygotsky 1978), the sociocultural phenomenon of wiki explodes the development of the classroom in models that serve the
students of the 21st century. Applicable to our varied student bodies both tradition and distance populations, activity theory works to
ensure that students receive instructions that they can apply beyond writing in the classroom. Wiki serves educators as an integrating
technology compatible with electronic portfolio, team newsletters, team papers, and frameworks that depend upon technology to enhance
cognitive functions of students.

A public journal blog or wiki can be a part of any writing class and can be any type of writing that helps the student move forward with
literary language skills. Collaborative discussion wikis create online journals as participation to earn grade points as well as paper
points. The writing process is the focus; we use the blog or wiki to stimulate the transition from the thought or brainstorm to the page
through wiki. In addition, we cohesively work during our blog or wiki experiences on a newsletter composed of all blog or wiki entries.
Students thoughtfully write, then publish online as part of the class experience.

Encourage students to print the blog wiki document or save as a file to show ability to write online in a cooperative team. Students are
asked to act as editors, cognitive mappers of ideas within the design of the wiki discussion newsletter, interpreters of website links, all
to demonstrate adaptive strategies to address visual and special thinking of all class members with different modes and talents. Wiki
teaches planning which is also journaling. Any time students write ideas save them either in a wiki discussion forum with conversations
that are shared with other class or team members. Writing has a new meaning in the virtual setting. Every action is recorded for points.
Topics can be one word for a first draft. The next draft may be a thesis. I suggest students draft at least two days per week and keep a
record of al activity to show me on the electronic classrooms or in a private journal in wiki posts or even in a collection of wiki styles
(private or public) that can be a journal.

Create personal electronic reader response journal as part of the writing process wiki in either electronic or hard copy format. Many
students keep notes in a notebook of some type that can act as a set of 25 responses or journaling. This is worth 200 points. You can send
me your notes, thoughts or share them online with the class as you develop your own personal style within an online class community. Vary
your choices and use several different options that meet your own personal writing process.

Students earn participation points with the wiki paradigm for grade success toward the points possible. Students post 25 wiki discussions
for the entire semester which satisfy the journal aspect of the class by use of three separate but equal types of discussions available in
my class. For instance, in my work at the Northampton Community College in the Distance department, I encouraged my students to write
cohesively work during our paper 3 project newsletter composed of all my English students. Present wiki team newsletter via a final posting
area upon completion of all requirements to encourage skills in cooperative learning.

Even if students write alone, they participated as a team for a class publication on wiki. Students act as editors, cognitive mappers of
ideas within the design of the wiki newsletter, interpreters of website links, all to demonstrate how strategies to address visual and
special thinking of all class members with different modes and talents. Students will gain points for wiki adding editorial
commentary on drafts, adding technical communications with outside experts, forming text, hypertext, and hypermedia to consider how we as
readers act, interact, and think visually with new and evolving forms and structures. Thank students for participating in online internet
experiences and applaud your efforts to make the wiki a wonderful enlightening event.

XIII. Illustration Practice in the Self-Discovery Journal
The self discovery journal or a partial self discovery journal based on life stories prepares the writing student for analytical tasks. We
compare and contrast, classify, process, argue, apply cause and effect, define or persuade.

XI. Analytical Writing Process
1. Brainstorm to find a subject, find an emotional or intellectual
connection to the subject, and select materials on the subject.
2. Begin with a tentative thesis, gather more materials like
interviews, reformulate thesis, and supply a teaser or allusion that
asks a question or offers a statement or metaphor that points to the
3. Summarize the problem by allowing historical cultural or
biographical background according to your life history to unfold.
4. Use quotes to add authority and a sense of actuality.
5. Use a section of analysis to focus on faulty arguments and
questionable research methods or opposite points of view.
6. Develop your own author voice, tone, theme and content style with
DIDLS (diction imagery details language syntax) as literary coherence.
7. Include inner thoughts and feelings to balance narrative and
provide information to add an impact and personal voice in first or
third person.
8. Provide current data.
9. Impact the writing on others you may know.
10. Ask supportive feedback from Professor and group members.
11. Clarify via a conclusion.
12. Develop the analysis and expose the reader to several points of view.


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