Category Archives: Student Blogs

Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality



The three articles were very interesting. I like how Gibson, Marinara, and Meem each talked about their own personal experience of class, gender, and sexuality performance, but for each reading you had to follow the narrative closely to tell who was telling the story. The first article examine how story telling work as a way to construct identify narratives and voices. Especially the voice of lesbian or working class. In the article she writes, “all identity, all social construction, begins with narratives.” The second article talks about how being a butch lesbian  has more advantage than being a femme lesbian because being butch is associated with both visual and non-visual characteristics. The final article talks about “speaking our memories” how writing about our personal experiences can give voices them. Although all three article were interesting and had a common theme of identity and voices, the first article seemed to stand out the most to me.  In this article Marinara discussed her position as a bi sexual and working class woman, who has “entered the academy”. In the beginning of the article I didn’t really understand the connection between the story about the little girl at the grocery store and being lesbian. With that it seemed like she jumped from one point to the next without a proper transition. Also, I couldn’t tell who the author was refereeing to because she had a general sense to her tone. Anyways, Marinara argues that we see identities primarily in terms of binaries. She writes, “This politicized voice emerges from a self –empowerment that hinges on an appeal to universalities of class and sexuality, self-empowerment that depends on binary opposition.” She basically said we can be working class or professionals, straighter, or  heterosexual or we can  create complexity in our self-construction, but the reality remain that we see things in only black and white there are no in between.  And she stated it’s because of this "dualistic system of thought" that makes it impossible for her to come out of the closet because she doesn’t fit that mold. Marinara ended her article by pointing to the fact that identity is not as simple as black and white it is by far more complex than that.   

Final project

I liked how we discussed our ideas further in class last week and we were able to come up with a theme. What I liked the most about our idea is that we’ll all be able to share something that is unique to each of us.

I am still developing my idea for my vignette. Essentially, I would like to compose a reflective piece where I’ll be sharing part of my experience as a writer. Part of the purpose of me writing this is to inspire other writers. Perhaps to help them believe more in themselves or just inspire them to write.

I'm excited about how we’ll be working on this project together and I wonder how that actual final product will look like.


Regarding the DigiWriMo, I think it would be a great way to gain attention towards our final project. It’s an exciting idea as well. 

Blog # 4

“Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality” by Michelle Gibson, Martha Marinara, and Deborah Meem & “Voice in Writing Again: Embracing Contraries” by Peter Elbow 

Both essays this week talked about voice.

“Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality” by Michelle Gibson, Martha Marinara, and Deborah Meem was an essay where the authors got really personal and talked about where they stand in terms of their class, gender, and sexuality. These are all areas that form part of our voice. I liked how the authors came through with a voice that was perceived by me as clear and authentic. They mentioned how their voice in the academia world was different due to what made them who they are. I found this interesting because I’ve always thought about the uniqueness of voice and how it can say so much based on who we are.
The authors didn’t have any problem sharing personal facts about who they were. Their “labels” shaped their voice and they weren’t afraid to say that. They admitted to know that their voice was different than the one in the academia world and I found that inspiring. We are all different and I find that that’s the beauty in diversity. This essay by Gibson, Marinara, and Meem makes me think that we should all bring our voice forward while respecting those that sound different than ours.

The authors mentioned that their backgrounds and the way they lived had played a role into the voice they developed for their academic writing. I liked how they truly showed that who they were was reflected in their writing. This makes their writing authentic. They are not mocking someone else’s voice to fit the standard in the academic world. They are coming as who they are and that is reflected in their writing.

In the essay “Voice in Writing Again: Embracing Contraries” by Peter Elbow it seem to me like he didn’t write towards or against voice but rather for both. I can see what he means when he says that both could be important but I find it really hard to separate the two. Even when I am reading something from an author I don’t know I can sense their voice. Even when that voice is dry and boring, I am able to get that from the reading and in return, it makes me feel a certain way towards the author and what they are saying in the reading. It is not like I can hear their real voice, like when I read something from someone I know, but I can hear their tone and what’s coming through the words they are choosing or the way they are saying what they’re saying.


I think that voice is so connected with writing because for instance, when we read something by a male or a female we tend to, at times, read it differently. We also tend to read things differently when we know something or a lot about the particular author we are reading about. 

Tobey’s Writing Theory Thoughts 2015-10-18 20:46:00

Reconsiderations: Voice in Writing Again: Embracing Contraries: Peter Elbow  and   Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality: Michelle Gibson, Martha Marinara, and Deborah Meem

Ahh! Peter Elbow! I truly love his way of thinking. Each piece we read by him makes me think he is so right on! He starts this piece off by discussing how "voice" was once the "hot topic" amongst theorist. There was buzz about it and much disagreement. However, as of late, the topic has grown cold and quiet. Elbow believes it to be a worthy topic that should be revitalized. How does he do so, by writing this piece that not only addresses both sides of the argument, but brings up new ways of thinking about it. He argues for both sides! How clever! 

As I was reading, I couldn't help thinking about how each side of his argument had validity. On one side of the argument he states how using voice in our writing creates and allows for a sense of self and identity. Who you are as a writer and individual comes through when there is voice. I know, for example, that when I read pieces by my own students who have achieved voice, I am able to tell which piece is theirs. I don't even have to look at the name. Their pieces have an identity and flare that is unique to them. Consequently, I also agree with Elbow's other side of the argument that there are certain writing forms that are more formal or informational, and perhaps by including voice, the information gets lost, and therefore the piece becomes unclear. This may be the case for scientific studies and such. Just as with last week's Peter Elbow piece Ranking, Evaluating, and Liking, there needs to be a balance. As good writers we need to decide what form we using to create our piece, whom the intended audience is, and the purpose for the piece. If I'm creating poetry, I better have voice as opposed to a lab report that probably will do well with the just the facts. 

He ends the piece by stating,"I'm asking us to learn to be wiser in our scholarly thinking and writing... Such thinking can often release us from dead-end critical arguments that are framed by the unexamined assumption that if two positions seem incompatible, only one can be valid."  Elbow proves that there are often multiple view points to analyzing a topic of interest. He urges theorists to reexamine the issue of voice, but to look at it the light that there may not be one true correct method. I feel that this piece was very successful in this task.



In the text, Bi, Butch, and Bar Dyke the three professors shared personal stories about how their identities effected their teaching lives. Each reflection was honest and unique. The narratives shed light on the challenges that this minority group faces within their professional worlds. 

While reading, there were times when I felt anger or sadness for these women. The first time was when Marinara shared how she felt connected to her advanced composition course of all women, only to soon feel betrayed by their negative comments about Adrienne Rich, the well known lesbian poet and writer. She states, "I had forgotten how different I am from many women." My heart broke for her. It was in that moment that she realized that she had had become too comfortable with this class. In addition when papers came in that were more about personal opinions she reverted to grading the papers  focusing on academic and theoretical arguments. She no longer shared anything about her life. 

The other moment was when Gibson shared her very honest self-assessment with her administrative team and was told how it was basically unacceptable. Talk about using voice! The fact that she is an accomplished professor who came from a difficult past shows her drive in life. In addition, when she shared how she connects with her students and they told her she should be connecting with them not her students, I felt disgusted. Don't we or shouldn't we as teachers all have at least a few stories about how we connected with students, shouldn't those administrators have been able to identify with her through her stories, by thinking Ah, yes. I remember when this student... I do realize that perhaps she shared a bit much and not everyone in academia is ready for such brutal honesty,or perhaps she needed to think about her audience a bit more, but some of their comments were harsh (this reads like a rant). It felt as though there was a silencing happening.

The most important point about the entire article for me comes in the conclusion. It states, "We must think seriously about the identities we bring with us into the classroom, remain conscious of the way those identities interact with the identities our students bring, and insert ourselves fully into the shifting relationships between ourselves and our students at the same time resist the impulse to control those relationships." I think each woman learned this. There once again needs to be a balance. More diverse literature and topics needs to come into our classrooms. More open conversations need to happen. However, we need to maintain a balance between who we are in the classroom and who our students are. Meem's chart shows that there are many hats that encompass us. We are not one identity. We must remember that when we are designing lessons for students. The best thing we can do for our students is to teach them to think for themselves. 



Final Project

I never really write too much about the final project because I have been ok with all of the awesome ideas we have had. However, I am really happy with what we sorted out last week. It felt much more friendly to everyone in the class, which was a concern of mine. I also have quite a few ideas swarming around in my head. I need to sit and narrow down my thinking. I like the personal feel of the vignettes and I like that they can take any form. 

"Bi, Butch, and Bar Dyke" and Peter Elbow’s "Voice in Writing"

Three women, three feminists, three professors of writing--with non-traditional sexual preferences, collectively represent several minorities. These very different individuals, with their own unique voices, all classify themselves as the “other” and believe that society has placed them in this category. I found the Bi, Butch, and the Bar Dyke all very interesting, opinionated women despite the article being somewhat dated. Luckily, many of their issues have moved forward to a better place of societal acceptance since this paper’s September 2000 publication.
The opening/introduction seemed intimidating, but the individual essays were quite reader-friendly (thankfully as I am often reading at the end of my brain capacity after a very long day). I feel that many of the issues were complicated by their personal concern—and defense of—their sexuality, and how it should or could affect their writing. Again, this may have been the social atmosphere—particularly within writing communities, as evidenced by student responses to these women “coming out” publicly to them. Much has changed in the spirit of acceptance in the last decade or so. 
The essay I thought would be the most challenging, Butch, had a rather fascinating perspective. My sister-in-law would identify with this category proudly and the chronological fit is a match as well. In retrospect, these opinions hold a lot of truth, and are historically accurate to the best of my recollection. The butch/ femme classification was explained simply as were the differences in identities. Mostly, I enjoyed her writing style—her voice—above the other two; perhaps because of the similarity to someone I knew.
The first author—Bi—was on point about the tendency of communal voices blurring the lines which individuals and/ or minorities believe differentiate them from the outsider. The reason? Because people are essentially the same; we are all human regardless of personal preferences. Societal labels should never restrict what comes from within.
“The tension, the uncertain space writing teacher and students find between the familiar ‘real me’ voice and an emerging public voice should not necessarily be resolved with codified positions; rather the tension should be a space to work from…” (Marinara, 72-73).
Bisexuality caused this woman many problems with identity and a political sense of self; one can only hope this friction created a solid base for her to educate students, motivate writing and become comfortable in her own identity. Which leads to the final essay, Bar Dyke, and her laundry list of major league personal problems. This woman had come a long way to overcome the difficulties she was handed, which made them part of her person—her voice. However, many of her choices were the result of a difficult past, but in no way related to her sexuality. Also, the dossier she submitted contained items—interesting to her—but inappropriate and unnecessary for an evaluation.
This paper was interesting and somewhat defined the place of "other" in writing as both writer and subject; mostly I enjoyed listening to the three different voices. On that note, Peter Elbow’s discussion of voice was, of course, amazing, informative, and fascinating. I enjoyed and agreed with his arguments for personal voice, reading aloud to hear one’s voice, and the practice of using voice to persuade as stated by both the sophists and one of my favorites, Aristotle. I also strongly agreed with his suggestions to: “…separate language and thinking from the author (especially if it’s famous or respected author) and to see multiple and even contrary interpretations of a text…” (182).
He had wonderful arguments for both listening to voice and writing objectively, thus avoiding recognition or the creation of bias. The struggle to accomplish both creates the tension—the conflict--- which makes writing alive—exciting as opposed to static and mediocre. Naturally I enjoyed his references to types of voice and style of reading; that is how theatre brings the words to life and puts them on their feet.  Overall, he states it simply when he says: “We don’t have to read or write the same way all the time” (183). 
Following Peter Elbow’s advice, I have been giving thought to our personal vignettes. I would like to create something that reflects our theme—the “aha” moment of writing while, at the same time, expresses the connection of English to its soul-mate--Theatre. Because as we grow, there are different moments of great achievement, I will try to create mini-scenes to capture these with both sensitivity and humor. That is all I have presently but I think I am on to something; let’s hope it blossoms as I move forward!
Lastly, the DigiWriMo sounds terrific, I’m getting excited about all of these hi-tech computer things---this is fun! But if I need help, hope you guys don’t mind!


Final Project: Thoughts

I like the Digital Writing Month idea. The site looks pretty cool, and I think our project would fit in nicely.

My contribution to the final project would be a personal narrative about the first time my writing was valued--at millions of dollars!  I never saw a penny of that cash, but neither did a CTC (chlortetracycline) factory in rural China. More on that in my story...

Weekly Response: "Bi, Butch and Bar Dyke: Pedagogical Performances of Class, Gender & Sexuality"


[T]his article examines the way three feminist, queer teachers of writing experience and perform their gender, class, and sexual identities. (70)
This reading seemed overly scholarly at first, and I had to look up expressivist and compositionist. Later, it became reflections of 3 lesbian professors and where they fit in their roles in academia.

Their personal stories were interesting as vignettes, but did not seem especially relevant to the teaching of writing or writing theory. These women offered insight into their personal experiences, but did not offer any information that was new. I am familiar with the gay and lesbian experience, albeit as an outsider, and this article, while perhaps informative to those with little prior knowledge, to me felt a bit outdated and stale. (Just checked, oh, it was published 15 years ago; that may be a factor.)

The first story tells of the professor struggling with her bi and working class identities in a traditional professional environment, and how her education and identity made it difficult for her to feel that she belongs anywhere. Her story could have been written from a "just lesbian" or "just working class" point of view, and it would have worked. In my opinion, her story was hackneyed.

The second author describes that everyone knows she's a lesbian because of her butch appearance. Also, she feels that this a more powerful position than straight female or lesbian female. Her story was the best of the three. I liked her voice and her story. I especially liked the part where a male colleague called her bossy, and how she didn't really address it or get ruffled by it. (Men bosses aren't called bossy; they are called powerful or in charge. Further, women who complain about being called bossy feed into the stereotype that not only is woman boss bossy, but she's whiney, sensitive, or emotional.) I found her story interesting and relevant.

The last story was about a lesbian professor seeking a promotion. She felt discriminated against for writing about her lesbian background on a job application.  As an employer, I was unhappy with her description of being aimless and lacking in motivation, getting degrees not because she was intellectually curious, seeking employment, or wishing to better herself, but simply because she had nothing better to do. Frankly, I wouldn't hire anyone with that attitude. And what does that really have to do with being a lesbian, anyway?
She said that references to work experience such as cocktail waitressing and admissions that both my existence before I started college and my college career were "aimless"
would make me seem to the provost and his peers as if I were not worthy of membership in the academic community.
While she whines about not being accepted and perceives it as an attack on her lesbianism and otherness, I feel she has completely misinterpreted the hesitance to promote her. Her focus should be less on her sexuality and more on her employability, and what she brings to the table versus other candidates with whom she may be competing. The cocktail waitress gig, in my opinion, is not what worried the administrators the most. When she was told she was supposed to be more like the upper level administrators, I don't think they were expecting her to turn White or grow a penis. I think they were looking for drive, motivation, and a sincere interest in making a contribution to the university as an individual classroom teacher and as a departmental team player. She showed that she was an excellent teacher, but lacked the other aforementioned skills (not traits!) that could render her the best choice for promotion. Her story, to me, was annoying and self indulgent.

Post-Post: One Additional Thought About Genre/Voice…..

My son, Justice (7th grade), asked me to read his Social Studies report this morning.  I was shocked by the amount of voice in his paper.  I pressed him to explain to me why it doesn’t sound “serious,” and repeatedly asked “What’s with all the jokes, Justice?”  I almost had him change the entire paper in favor of a more “academic sounding” piece, but I decided to let it stand.  I find that his tone and side notes actually make the information easier to retain and comprehend…..and kind of fun to read.  I imagine this type of writing to be in an informational book for kids, maybe not a report for school….we’ll see what his teacher thinks…..

I really liked Colin’s thoughts about there being a collective voice on the internet….I suspect that my son’s writing has been influenced by his immersion in pop culture (cartoons, video games, youtube videos, graphic novels, comic books, etc.).

THE OTTAWA, A NATIVE AMERICAN TRIBE
Research report by Justice Lopez

Oh, native americans. The people that ruled America (and parts of Canada) before the English came. Today, I am going to tell you all about the Ottawa tribe (Ah-ta-wa), which is one of the many, many,  (many) native american tribes that once existed or still exist today.  Seriously, why do native americans still exist? It’s 2015! I hope you enjoy this Mr. Herson.
The name of my tribe is Ottawa, as you already know. They are a northeast native american tribe, and their name means traders. Not traitors, traders. For example, the Ottawa’s would trade goods with other people to get goods in return.
The Ottawa tribe was always a small tribe. At the time they came in contact with others, like people from Europe, their population was only about 5,000. However, today, there are over 15,000 in the Ottawa tribe. Wait, really? 15,000? Why do native americans still exist!?
The Ottawa people spoke a language called Ojibwe, which is a complicated language and is in the Algonquian language group. Here are some words for practice: aaniin is pronounced “ah-neen,” and is a friendly greeting. Miigwech is pronounced “Mee-Gwech,” and means thank you. Pronouncing those words is as difficult as teaching a fish to walk on land.
Women in the Ottawa tribe used to be farmers, cook, and take care of their children while men did most of the hunting and occasionally went to war to save their families. Men and women both told stories, such as fairy tales and Ottawa legends. The men were the only people who could become chiefs at the time, but today Ottawa women could become a chief too. I would not want to live in the time as the Ottawas, there was no internet service back then!
The Ottawa people believed in spirits and gods, and presented gifts to the gods often. The tribe had traditions as well. Ottawa’s believed in many different gods, and they also held special ceremonies at specific months. For example, the Ottawa people had a religious ceremony every spring and summer referred to as “the feast of the dead” where women would prepare the bodies of the people that have died, and men dug holes for the bodies. After the ceremony, nobody ever spoke about them again.
There was no one place where all the Ottawa native americans lived, because they were spread apart. From Oklahoma to Ontario, to Ohio to Michigan, Ottawa's lived everywhere. Watch out, they’re coming for you next!
For the full history of the Ottawa clan, it is too large to describe right now. That’s like asking me to try to explain everything I did in my whole life in a couple of sentences. Please don’t make me do that. Long story short, through the 1600’s until now the Ottawa’s encountered people like the French, and fought in battles.   
Now, I’ve mostly covered everything there is today about my Ottawa friends, but there is some more fun facts!
Did you know, that there is a city named Ottawa, and it is Canada’s southeastern capitol? And the Ottawa tribe actually has something to do with the name of the city!

That’s all for today folks, so thanks for reading! Now, go outside and impress your friends with all the knowledge you just learned. You can stop reading this paper now.

Elbow and Gibson/Marinara/Meem

Bi, Butch and Bar Dyke: Pedagogical Performances of Class, Gender and Sexuality

This article explores stereotypes relative to sexual orientation, gender and social class present in modern academia, as experienced through the eyes of three female writing professors.  
Honestly, it took me quite a while to get through reading the first of the three “papers” within this article.  While I appreciated her experience, I kept having this nagging feeling that her writing style did not do her story justice. I felt her overly-complicated sentence structure and word choices clouded the heart of her plight.  It was uncomfortable and almost felt like she wanted it to be that way. However, the experience she shared about going  back to her former place of employment did begin to trigger some notions in me that became fully realized by the end of the third article (to be discussed).  
The second narrative was easier to digest and was clear in its conclusions: the author’s experiences as a butch lesbian with kids has afforded her certain privileges and powers not readily available to femme lesbians (as demonstrated by her three anecdotes). It was an interesting observation and provided some food for thought.  
The third author’s story really struck a chord in me and had me thinking about my own persona in the classroom.  I had always consciously known I was doing something with my students each year-something I felt would somehow benefit them, or me, or us, as a group, but I was never able to articulate it until I read this article. Just as the author had chosen to connect with her students based on her past experiences with a working class upbringing, a survivor of family violence and a recovering mental patient, I, too, have used my past experiences in order to create a commonality between myself and the students.  Although my experiences differ from those of the author, I often find myself sharing stories of my youth (and those of my husband’s unthinkable childhood) to my students in an effort to make myself relatable in the eyes of my students. A large majority of my students are Hispanic or African-American and 85% of my school is eligible for reduced-lunch.  I stand in front of my students year after year- the-white-middle-class-teacher-with-the-spanish-last-name - and strive to make myself accessible to them.  Information about my students’ backgrounds are revealed to me that tear me to pieces. One student has a mother that’s been in jail her entire life and a father she’s never met.  After reading this article, I realized that my “performance” is one of having a somewhat troubled youth.  Although these stories are not untrue, I doubt that I would highlight them to a classroom with a majority of upper-class white students-not to say that they are immune to struggles-but the stories I’d share would be different ones, or painted in a slightly different light.  I, like the author in the article who used her identity as “currency” with her administrators, I use my experience to “purchase power” with my students.  I think this may be the reason so many of them open-up to me.  I believe my classroom environment is one of trust and mutual-respect because of this.  

Reconsiderations:  Voice in Writing Again:  Embracing Contraries

I looooove Peter Elbow!!!! There, I said it.  LOL!!!  (can you hear my voice?)

I suspect that Elbow’s voice is the reason why I enjoyed his article more than the author of the first section in the previously-mentioned article.  Seriously, though, he wrote an entire paper arguing both sides of a viewpoint- something I feel like I spend my entire life doing- and he makes it seems so effortless.  So, I guess I am free to say I agree with him.  I think most things in life are a that way- both sides are usually “right.”  
I think I Shakespeare was alive today, he would be a screenwriter and director.  What would we study in school then?  All this discussion about voice got me to thinking about the future of writing and technology (which is why I’m excited about my discussion lead night on multi-modal).   
I also wonder about how gender relates to voice, as Elbow pointed out.  When we know something was written by a man, do we interpret those words differently than when we think it is a woman?  Yes, I suspect.  This idea can go even further when we know the author, personally, that wrote something (which is why I try not to look at the names on my students’ papers before i read them).
Voice is complicated as it pertains to genre.  I’m sure most will agree that voice is particularly important when it comes to narrative pieces, but what about in other genres.  At first, I was thinking that it does not belong in, say, a formal complaint letter.  But then, I got to thinking that the elimination of your authentic voice is, in fact, a “voice.”  A voice that is unapologetically no-nonsense and, therefore, also essential.
Elbow’s conclusion about both ignoring and paying acute attention to voice in writing reminded me of something I do in the classroom with my students.  We read like readers (to enjoy) and read like writers (to learn).  When we read like readers, we gobble up the words, eat them up and bask in the fullness we experience from having read the piece.  When we re-read as writers, we perform an autopsy on the pages, dissecting each phrase and word and punctuation mark trying to discover how and why the author chose to put them together.  This, I think, are the lenses he was talking about.

Final Project/DigiWriMo

I am glad we came up with a concept for our final project.  I am thinking that my “vignette” will include a little of what we discussed in class regarding gathering other people’s experiences with writing.  I am still fascinated with the idea and got some confirmation when I informally asked a few people how they learned to write.  The range of answers was fascinating.  So, as a part of my project, I would like to include these snippets for all to hear, in their actual “voices.”  I hope to be able to include a mini audio-archive of some of these voices, perhaps with some images floating around…..not quite sure yet, but to hear an actual voice rather than reading their ideas I think would be interesting.  I will add my own written section, as well, about my own experience and who knows????......
I checked out and subscribed to the DigiWriMo website. I think we can do some good things there, especially since its connected to the publication we hope to get our final project on. 

"Voice in Writing Again" by Peter Elbow

     I never really thought about the use of voice in writing until reading Peter Elbow's "Voice in Writing Again". I don't know if I was explicitly taught this or if it is subconsciously done, but I always assumed that if I was writing an academic paper then my voice would have to be as dry and boring as all the rest. The only time I could inject my personality into the writing was when it was a creative piece. To be completely honest, I still feel weird that my blog posts aren't very formal and proper.

     There are people in this world who could read an anonymous piece of writing and then pinpoint the author. I am not one of those people. Whether this is mainly due to voice or unique style, I don't know; but I can't do it. I know the quality of writing some of my students are capable of, but I couldn't tell you who wrote what.

     This year, like most, I notice a change in quality when we move from the creative writing portion of the class to the persuasive. Consider the following beginning to a student's narrative:

          "Buzzbuzzbuzz. Eve was startled by the incessant vibrations of the phone beside her ear.  
She whined before grabbing her phone and unlocking it furiously. Her best friend, Karina, was 
spamming Eve with multiple texts."

I love the language and personality this student incorporates into the story. Unfortunately, this same student, when given a persuasive task this past week, left the class without writing anything down. It wasn't for lack of trying, she just couldn't find the right way to begin. She couldn't find a way to include her voice in what she thought was supposed to be a dry paper.

  I frequent Reddit, a community site on which the users submit content of all varieties. I particularly enjoy reading the comments on most posts, mainly because they are all so comical. By now, I've read comments from thousands of different users, but they all read as though they came from the same mind. It seems to me that the Internet has established its own collective voice, with thousands, perhaps millions, of unique contributors falling in with one another.

I am excited by the new idea for the group project, mainly because it gives more freedom to everyone to be themselves. each piece would be extremely personal, featuring everyone's own voice. In terms of the Digital Writing Month, I'm also excited by the possibilities this might present. I've never really created anything outside of normal assignments. This blog is the most advanced thing I've even attempted.