We began collaborating during COVID-19 while teaching separate sections of first-year writing. We used many of the same assignments, emphasized similar rhetorical moves, and kept running into the same problems from different directions. Like many others, our courses asked students to workshop ideas, draft recursively, and revise projects over time, but the structure of online learning was linear and sequential: learning modules, instructional pages, and assignment submission links. What made sense on paper didn’t necessarily pan out in practice. Our Zoom rooms weren’t empty, but they were hard to read. Cameras off, microphones muted, and long pauses after questions left…
Author: Chelsie Schlesinger
Chelsie Schlesinger, Karla Murphy
Chelsie Schlesinger is a Provost Professor and Senior Instructor of Writing in the School of Humanities, Arts, and Cultural Studies at Arizona State University. Her work centers multimodal composition, collaborative learning, and writing environments that help students experience writing as relational, purposeful, and rhetorically meaningful. You can often find her dragging Karla along on their next collaborative endeavor.