Teaching with Web Resources
Episcopal High School, Jacksonville FL. June 4, 2002
Prepared by Ron Broglio ron.broglio@lcc.gatech.edu

1. Using online materials as secondary resources for teachers and students.
What is good on the web?

· Sneak Peak
Blake Archive
Folger Shakespeare
Victorian Women Poets Project

· Authoritative Sources
Voice of the Shuttle (VoS)

Medieval: NetSerf; Chaucer MetaPage
Folger Shakespeare; Palomar College resources
18th century:
Lynch pages; Natural History
Romantic: Romantic Circles; Romanticism on the Net; Romantic Chronology
Victorian: Victorian Web

American Literature on the Web [Metasource]; American Lit. syllabi & cultural studies; VoS is very useful

2. Creating a class web page as a resource. Archives and Show and Tell

· Sample Teacher's class pages from VoS h
· Jay Clayton. Just the syllabus online
· My Syllabi: as Class resources and as Links resources
· Georgia Tech's E-reserve uses PDFs
· Dictionary of Sensibility (discontinued) a student group project.
· Student writing web pages as in Jeff Rice's classes at Univ. Florida

Dreamweaver. Also, Netscape Composer is a simpler free web page software that comes with Netscape browsers.

Course Utilities: Course Builder, Designer Map, Course Appearance, Manage
Students, Manage Files, Content Assistant, myWebCT
Course Components: Course Homepage, Syllabus , Content Module,
Course Tools: Assignments, Calendar, Communication, Quiz and Survey
Blackboard similar capabilities as WebCT.

3. Web materials for research projects.

Plagiarism, credibility of sources, MLA citation.
CyberBuzz at Georgia Tech:
Evaluating Sources
Citation also see MLA page, look under FAQ

More on Plagiarism Detection from their web sites

See Chronicle of Higher Ed. May 17th 2002 A37-38
Originality Reports are exact duplicates of submitted papers, except that any text either copied or paraphrased from the Internet appears underlined, color-coded, and linked to its original online source. Submitted papers are compared not only against the entire Internet, but also against our exclusive database of previously submitted student papers.
Used either as a supplement to plagiarism prevention or on its own, peer review creates new teaching possibilities by allowing students to review and learn from each other's work in an anonymous online forum. Instructors using peer review create customized "peer review assignments" comprised of sets of topic questions and rubrics of their choosing.
Individual Instructor Plan: $75; campus wide is approx. $1,000 but depends on size and grade levels of the school.

CopyCatch allows rapid checking of the work of a whole class or group for the level of words shared by any pair. Compare work collected by e-mail or on disk. Set a similarity threshold suitable for your year group or class. Which essays are very different from most of the class set. The vocabulary used and how it is shared.
Some institutions use it to assist writing development by including the source material in the comparison and showing students where they have simply repeated the material rather than interpreted it in their own words. Others use it to show students where they are repeating their ideas.
CopyCatch costs £250 and runs on PC's and networks. (about $365).

Eve performs a large number of complex searches to find material from any Internet site. It then does a direct comparison of the submitted essay to the text appearing on the suspect site. If it finds evidence of plagiarism, the URL is recorded. Once the search has completed, the teacher is given a full report on each paper that contained plagiarism, including the percent of the essay plagiarized, and an annotated copy of the paper showing all plagiarism highlighted in red. $19.99 per license.

4. Sample assignments using the web in English projects

Using Medium to match the message:
· Visionary Selves, Virtual Landscapes
· Student writing web pages Jeff Rice (Univ. Florida)
· Matt Kirschenbaum's work and a sample class

Students learning by doing and making ("constructivist approach" to learning). As they construct web pages, they have to think about design and contrasts between print and web.
a. Design as critique
b. Relation of image to verbal text; visual learners and visual culture
c. What counts as a "text"