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: Karla Murphy
Chelsie Schlesinger, Karla Murphy
Karla Murphy is a Provost Professor and Teaching Professor in Arizona State University’s School of Humanities, Arts, and Cultural Studies. She shapes learning environments that weave personal experience and campus resources directly into everyday course structures. Karla’s research focuses on writing pedagogy, digital literacies, and writing as a collaborative act.