Using Hypothesis for Social Annotation and Collaborative Learning

Thinking and belonging together online

by Zachary Muhlbauer

In my experience, the value of Hypothesis begins with its ability to transform the textual margins into a rich site of knowledge exchange and creative exploration, effectively popping the bubble in which students so often read and arrive at meaning.

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Translingual Writing Assignments

Linguistic diversity as a resource

by Brooke Schreiber

Writing assignments that encourage students to reflect on their experiences within and across languages are an ethical choice, allowing instructors to highlight students’ multilingual abilities as a valuable resource for making meaning, and therefore to work against the default image of multilingual students as deficit or less than monolingual peers.

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Writing New York’s Neighborhoods

City neighborhoods as course themes

by Elizabeth Mannion

I design my ENG2150 course around a novel and historical event that tie to a specific neighborhood and call it Writing New York. The three core assignments are: Literary Analysis essay, group project (Team Mini-Doc), and final Research Essay; the assignments connect to the syllabus theme, which links to the neighborhood. The syllabus is readily adaptable to any neighborhood of the city and works well if a film can also be incorporated (the film provides an extra angle for developing analysis/close reading skills).

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