Connective Writing

Connective writing, according to Richardson, is writing meant to be published and shared as a means of connecting people together. It is thought to create a bigger picture with writing to incorporate reading and critical thinking. Writing is not meant to be a singular entity.

         I believe that connective writing falls on the spectrum between 5 and 8. It begins at the lower end with simple connections and then becomes more complex as students begin to analyize and synthesize information.

         Blogs foster critical thinking skills and utilize higher levels of Bloom’s Taxonomy. It is very accessable for students to comment on each other’s work and ask deeper questions of eachother. This helps them engage in more meaningful discussion with a lower level of risk than in person discussions. It also allows for more time for students to think before responding. Teachers can foster this in their students with a gradual release model: I do, we do, you do.

         I definitely think that including multimedia pushes blogging up higher in the spectrum. It engages students more, and requires them to do further research on their own. I think it also encourages them to seek greater understand of material, even beyond what is expected. It creates a connection for students to grasp on to and makes assignments more meaningful.