https://ed342.gse.stanford.edu Thu, 11 Feb 2016 08:19:39 +0000 en-US hourly 1 https://wordpress.org/?v=5.6.1 https://ed342.gse.stanford.edu/week-6-discussion-2/ https://ed342.gse.stanford.edu/week-6-discussion-2/#respond Thu, 11 Feb 2016 08:19:39 +0000 http://ed342.gse.stanford.edu/?p=1449 “Writing in the Wild” came to powerful conclusions yet caused me to question the application in practice. Currwood et al. argue that contemporary affinity spaces include a passionate, public audience for content. However, this caused me to question the negative and perhaps unwarranted criticism that could arise from this passionate public audience. Sheena mentions that she is motivated by “more detailed critiques…not just praise” (682). Yet, I can imagine youth who would not react in a similar way. In the classroom, student writing is generally only disclosed to the teacher, who is trained to deliver constructive feedback. If we begin to utilize this public audience as a pedagogical tool for improved writing in the classroom, how can we avoid the potential negative harm that this can cause to students and their malleable intellectual confidence?

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