Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
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Many of us claim that we want our FYC students to see themselves as writers. When you’re a writer, it doesn’t matter if you’re writing an article or a report or a blog post or an email. Each writing context is analyzed and approached with consideration to genre, medium, audience, and purpose. Writers apply skill sets from one writing context to another, adapting practices as needed. This is an elastic self-image, not constrained by any one set of formulas. Yet, consider how the formulaic teaching of writing imposes just such constraints on our students. How confident are we that, when they leave our FYC class, they will be able to apply what they’ve learned about writing to other, less concrete writing contexts?