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Becky Morrison - Continuations (1:14)
Oftentimes our students have a difficult time writing to an audience which reaches beyond
just their teacher, let alone their classroom or peers. EM-Journal gives us, as instructors,
the opportunity to show our students that there is a broader audience for their writing.
The journal also allows our students to gain a sense of purpose for their writing outside
of the limitations the traditional conventions of a classroom genre might set for their work.
In addition, instructors can use EM-Journal as a pedagogical tool in their classrooms
to show students exemplars of work across disciplines and of a “broader audience.”
Using EM-Journal in this way, as a continuation beyond student writing in the classroom, we
can help encourage students to improve their writing rhetorically as well as improve their
writing process. It can also give students the opportunity to experience publishing procedures
in a fairly low-stakes environment. Hopefully using EM-Journal as a sort of scaffolding
tool to help the student experience publishing will introduce new writers to the process
and will help them to navigate future publication endeavors. Giving our students a sense of
autonomy will further build their confidence and competence in their writing, which will
not only help them as they seek future publication avenues, but in their work throughout the
college career and beyond.