in CCR 711, Network(ed) Rhetorics
In Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs, Brooks, Nichols, and Priebe refer to Rebecca Blood who sees the weblogger as “self-motivated and community supported” (para. 3). Notably, this preference does not hold true as a motivating factor for their students. It is also puzzling that only one of the two authors stopped by to respond to the comments left on their article. I suspect, given how busy I am, that they have gotten immersed in current teaching and research. Yet it is also makes me wonder how people who blog successfully follow-up on all of the comments they make and conversations they continue. How do they keep up?

One other point that I want to mention about the article is that I find problematic their distinction that weblogs be student driven rather than assignment driven, for it seems they supported their own students’ blogging by making blogging assignments, which was, according to the results reported, one of the major motivating factors reported by their students.
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