Abstract
This piece argues for a combination of synchronous (Zoom) and asynchronous (blogs) classroom activities to in an upper-division writing class, with the goal of creating a space where students connected to peers, the teacher, and their work. Via a review of literature and semi-structured interviews with students, the author argues for a learner-centered approach that allows students to have a meaningful classroom experience during the realities of teaching online during the Covid-19 crisis.
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