Locating Student Disconnect in the Hybrid Composition Classroom

Veronica Manning


This paper centers on the teaching of freshmen composition in a hybrid format using the recent start-up of hybrid English 1304 at the University of Houston. The positions of student, online facilitator, and primary instructor are examined in light of the intersection of both classroom and online teaching locations. In particuluar, the facilitator role is explored as one that intrudes varyingly on teacher and student experiences while remaining distinctly separate from both.   This perspective allows access into the student experience while maintaining the ability to address student problems from a teaching perspective. From this position, the facilitator then assumes a level of responsibility in helping to bridge the evident communication gaps that exist between student and teacher in these lower-level composition courses.


First-year composition; Hybrid composition

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