1. Part 2—Going Online

2. Creating New Communities Sharing studies of discourse communities  creating a classroom discourse community Expanding the classroom walls with an online site Preparing students for an academic literacy environment that now includes online interaction

3. Our Project To design  An interactive website for our freshman writing courses, an alternative to our campus LMS, working from within the specific context of our composition curriculum  A space for a writing community that values the prior knowledge students bring and that facilitates their interaction as they reshape and extend that knowledge

4. Students In Our Writing Communities  Participate in a new communicative setting  Can acquire and shape new insider ways  Connect prior ways and new ones through ongoing participation

5. Students on Our Online Sites Can also Find a bridge between the online worlds they experience outside the classroom and the new ones they will encounter in academia

6. On Our Online Site We wanted to foreground the real diversity of our classrooms make a place for students’ different voices and experiences

7. On Our Online Site We wanted to create a space  where students would share their writing with a real audience  Would become good peer readers of each others’ writing

8. Sharing online Now students would post all of their informal inquiries and drafts of longer reports. They would read and comment as readers and fellow researchers on each others’ work They could take time to skim the work of many of their classmates, deciding whose work to engage with Together we could discover patterns across their different communities/different studies

9. Ade—recently arrived from Nigeria

10. Ade: a good story Osas: Hey Ade let me tell you about something that happened today. Ade: What? Ivie: Na lie, Na lie. Ade: Wait one after the other. Osas: Ivie just come from school today. … My sister wan dey form yankie. She say one boy dey disturb am for bus (school bus) nai she just shout, shut up! Everybody for the bus just silent. Ade: Hey for my sister mind oh.

11. Ade: what makes a good story We find it funny when anyone of us is trying to form or act in the American style or used the American accent, which is different from ours... For someone in my house to say “wad up duh?” would be funny not because it is wrong but because of the language, style and voice. We speak Pidgin English, which is not the Standard English.

12. Ade: speech acts—greeting When I wake up every morning, the first thing I do when I see my father is to greet him in our native language ‘laloke’. In my community it is expected that when you wake up in the morning you greet your elders in the native language. It is a common practice of respect, tradition and love. Although in today’s society children in my community, often want to imitate other communities that say ‘hi’ to their parents and folks in the morning.

13. Ade: values I still think of my place in both societies; I feel like I am on the margin of two cultural worlds but not fully a member of anyone of them. I like cultural practices of close relations among family members. I believe in respect for one another. But I do not feel that a man should be ‘all that.’

14. Jonathan: African American and Puerto Rican

15. Jonathan: from transcript—about baseball game, job interview David: So all the fucking runners advance. Jonathan: If the bases are loaded. David: naww… they weren’t loaded and they just advanced the nigga on third … know it’s six four. David: Fucking bitch.

16. Jonathan on transcript David is mad and so he decides to say, “So all the fucking runners advance”. When we are together all language is acceptable. We are not polite because this is our own discourse community. This is a community that will not put judgment on you for swearing, because we all swear.

17. Jonathan on transcript 2 When David saw the New York Yankee, from third base walk to home plate and score he replies by saying, “Naww”… they weren’t loaded and they just advanced the “nigga” on third… now it’s six to four Yankees”. “Naww” is slang for the word no. In our community the word “nigga” is common. We say the word every day...We only use this word when we are in our discourse community

18. Jonathan: Community Norms Proper English is not proper in my discourse Community. To speak in proper English means that you are a nerd, or a snob.

19. Jonathan: connections to other research The similarities that I find between the high school boys in "The Informal Group" by Paul Willis and my discourse community is the childhood ways of having fun. When we are all together we like to have fun and joke around. Having fun keeps our minds away from our problem and difficult decisions in life. "If you’re feeling bad, your mate'll soon cheer yer up like, 'cos you couldn't go with out ten minutes in this school, without having a laugh at something or other," said Joey (p. 293). Like “the lads,” we are just trying to have fun. We laugh "to defeat boredom and fear, to overcome hardships and problems-as a way out of almost anything." (Willis, pg. 299).

20. Ade on Jonathan’s research While I read through his work, I thought of my younger brother who is also 18 and his friends. Sometimes when I hear him talk, I know his group of friends is not much different from Jonathan’s group. They try to form words and give meaning to what they have formed. This keeps them going as insiders and leave outsiders feeling odd. I found out that someone who is always speaking Standard English might not feel comfortable in their community. People who speak, Standard English always may run the risk of being teased if he or she joins the group.

21. Ade on Jonathan’s Research I was most intrigued by his report because of the discourse community he chose to study. In his first sentence he says, ‘in my discourse community we are family’. I had thought he was going to write about his immediate family or family relatives. I now understand how my brother feels about his friends and why he speaks English in ways that my family thinks of as bad.

22. Students learn about varieties of English and why people might use different varieties in different settings about the richness of different languages, dialects, discourses and the complex relationships between them about the fact that academic discourses are also complex and varied, with different insider terms and shared values

23. Students’ Responses to the Website  Most visited the website frequently and used it to extend their contact with the classroom community. They gained a richer understanding of others’ communities. They liked sharing conversation about writing and growth in writing

24. What We Learned Technology is effective when it supports:  Student inquiry  Student authority  Authentic sharing of work  Informal as well as formal writing