Maryann DiEdwardo: Maryann DiEdwardo in Wikipedia

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Art for a Cause - Maryann DiEdwardo

http://maryannpasdadiedwardo.wikispaces.com/Art+for+a+Cause
 

Art Book for Wellness by Maryann DiEdwardo

Our Art Book with hands on lessons:
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Blg and Wiki Journaling Engages Student Voices

Author: Adjunct Associate Professor Maryann DiEdwardo

Title: Blog and Wiki Journaling Engage Student Voices for Practical Solutions in the 21^st Century Classroom

Thesis: Writing, an art, is a necessary endeavor, natural for the growth of human intelligence. Use travel journals in blogs and wikis to enhance curriculum for K-graduate students.

Author: Maryann DiEdwardo Ed.D.

Published in Kappa Delta Pi, The Record for Pairing Music and Linguistic Intelligences

Affilation: Adjunct Associate Professor University of Maryland University College

Theme:

My wiki generates free marketing and free research to my students and colleagues. Visit http://maryannpasdadiedwardo.wikispaces.com

Excerpt from thesis:

Based upon the research of Lev Vygotsky in the field of Activity Theory ( Vygotsky 1978), the sociocultural phenomenon of wiki explodes the development of the classroom in models that serve the students of the 21st century.  Applicable to our varied student bodies both tradition and distance populations, activity theory works to ensure that students receive instructions that they can apply beyond writing in the classroom. Wiki serves educators as an integrating technology compatible with electronic portfolio, team newsletters, team papers, and frameworks that depend upon technology to enhance cognitive functions of students. Thesis: Based upon the research of Lev Vygotsky in the field of Activity Theory

 ( Vygotsky 1978), the sociocultural phenomenon of blogs and wikis expand the development of the classroom in models that serve the students of the 21^st century.  Applicable to our varied student bodies both tradition and distance populations, activity theory works to ensure that students receive instructions that they can apply beyond writing in the classroom. In addition, blogs and wikis serve educators as an integrating technology compatible with electronic portfolio, team newsletters, team papers, and frameworks that depend upon technology to enhance cognitive functions of students. Enhance your teaching with designing your own blog or wiki journal or other writing project to inspire and encourage students to see writing as a daily and enjoyable task

Writing based on keen observation and self discovery as a part of learning to write. Applications of structured platforms create blog and wiki assignments that benefit students. The blogs and wikis are embedded with techniques that have detailed and required pedagogical focus such as the writing process, critical reading, essay skills, grammar, mechanics, sentence structure, film theory, literary terms, and journaling,

    

    

     Students of the 21^st century benefit from educational models that mimic the design of Twitter and Facebook.  Blogs that can be programmed to be private or public within digital open access classrooms such as Moodle are similar to the twitter or facebook interface with quick posting. Wiki or web page can be edited in digital classroom platform to act as a model to motivate. Create assignments that use life story journaling about immediate or recent experiences to help students learn to create their own voices with immediate and lively feedback from peers.

     Blog and wiki assignments in English I and II computer enhanced literature based composition classes in the University setting in traditional or distance classes to create and implement assignments. The blogs and wikis are embedded with techniques that have detailed and required pedagogical focus such as the writing process, critical reading, essay skills, grammar, mechanics, sentence structure, film theory, literary terms, and journaling, I require my English 1 and 2 students to compose drafts of essays in public blogs and private wikis to echo current trends in technology. Furthermore, in class blog journaling in computer enhanced traditional classrooms motivates students to write and to stay on task to achieve and to develop style.

     Applications of structured platforms create blog and wiki assignments that benefit students. Incorporate the blog daily journal as a way to stimulate students to write. Blogs seem friendly and offer peer feedback as a way to encourage writers to learn from cooperative efforts as well. As a edited web page with a place to save writing and notes, the wiki acts as a personal private record of drafts of essays with the possibility of presentation of wiki as a portfolio for final assessments. One of my students created a private wiki of 10,000 words in the digital classroom Moodle. I encourage my student who created the comprehensive portfolio to write daily even out of class and to edit with me via email, text and conferences. She attended private and group conferences out of class to hone her writing skills. Her favorite paper was based on the television show Glee. Through a blog journal that was public she created planning, thesis, first second and final draft. She writes the following introduction to her paper: “From the first episode to the season finale, Journey’s song “Don’t Stop Believing” portrays themes in the popular television series, Glee. In the final episode of the first season, the Glee club sings a mash-up of songs in the Regional competition which includes select verses of Journey’s hit “Don’t Stop Believing.” Glee focuses on evolving characters who are “outsiders” in their high school. Themes of outsiders combine the show’s incorporation of music with characters who embody inner life which represents the human condition. The lyrics of the fourth verse in Journey’s “Don’t Stop Believing” emulate the developments of both characters and relationships in the final episode of season one of Glee. “

     In January of 2007, I initiated my practice of creating public blog journals for a public peer review practice and private wikis to save and develop drafts of essays. I recall that I entered the classroom on the first day and immediately set up a blog on the internet for my students to finish the first day of class assignment. I used a site called Blog Spot, since our digital classroom (Blackboard at the time) was not yet ready. Their task was to write a short paragraph about a personal immigration experience. The outcome demonstrated how students are engaged by blogging and by sharing their thoughts with the class community. I have consistently used blogging as a daily task to complete portions of writing that lead to essays in Lehigh University English 1 and 2 traditional computer enhanced classes. Blog and wiki in learning communities engages student voices. Create a classroom community where students participate as active learners by technological friendly models.

      Blog and wiki journaling act as primary sources for essays. Writing based on keen observation and self discovery as a part of learning to write.  Information processing generates active students. I have been able to create a blog in the newest open access software called Moodle. I list homework in the following method by mentioning the daily in class blog that will help the students form their essays through  the writing process and group activities that take place in class or during activities outside of class.

     I mention that students will write daily in the blog that is public or the wiki that is

private. I program these myself and select to use the blog or wiki function to form my

own paradigm. For part of every class, the students will meet with their selected group to

plan a presentation that uses technology like youtube and blog plans in course site,

blog after and during class. I promote finishing project in our

digital classroom in the blog and the wiki. The essay assignment is based in critical

reading and prose writing techniques.

     To ensure that there is a methodology to the assignment I mention that the student will

read Annie Dillard's Pilgrim at Tinker Creek to prepare for research class for week 4 on

2-9 in Linderman Library that I set up with a Guest Speaker. In private or group

conferences, I work with the blogs and wikis to see how the writing process is going. I

ask the student to present the MLA style essay. for every assignment I Include a film and

literary work in the paper for allusions and references.   The most important combination

of  book to film in 2011 was Annie Dillard’s Pilgrim at Tinker Creek compared to the

film Avatar.

     My student writes the following introduction to a paper: “Encyclopedia Britannica explains Annie Dillard’s Pilgrim at Tinker Creek as a work that was “distilled from keen observations of her own habitat [conveying] the essential enigmas of religious mysticism” (Annie Dillard). To compare a Pulitzer Prize-winning collection to any film superficially seems unfair. James Cameron delivers Avatar through complex computer design and animation using appeals to sound and sight to his advantage. Annie Dillard is able to just the same by vividly describing scenes on a mere piece of paper. The readers must assume then that Dillard’s main objective is to leave her words up for interpretation. It is with this liberty that we can draw connections between these two original masterpieces of their own form. Thus, through key passages in Annie Dillard’s work, we can discuss Avatar and Jake’s character development.”

     In my directions, I also always provide a link to the public blog and to the private

wiki. The wiki link will be placed in the announcement. An example of

the directive to the blog or wiki may explain the way to find the place to save writing to

retain thoughts and ideas that are recorded by students during conferences, classes and

group activities. “Simply scroll down, click edit, add your name to a time, and click save. 

Students present a youtube video, a short music video, a film trailer, show a web site, or

select a sound bite or technology to enhance our study of film ad literature with a vision

of the theme of the essay assignment (DiEdwardo, Moodle, 2011).” 

     Blogs promote student-directed learning. Students who write blog and wiki discussions succeed in college writing classes as these activities are themed on their own lives. Educational research is favorable for the private journal as a way for literature students to progress.  Develop independent writers in technology based classes by blog and wiki discussions to reach the students via conversations that lead to writing process abilities. Design the blog and wiki framework as a planning tool based upon curriculum goals.  For instance, in my English I classes at Lehigh University fall 2007, I used a wiki to generate quizzes that are the basis of a final group essay project. Based upon the research of Lev Vygotsky in the field of Activity Theory ( Vygotsky 1978), the sociocultural phenomenon of wiki explodes the development of the classroom in models that serve the students of the 21^st century.  Applicable to our varied student bodies both tradition and distance populations, activity theory works to ensure that students receive instructions that they can apply beyond writing in the classroom. Wiki serves educators as an integrating technology compatible with electronic portfolio, team newsletters, team papers, and frameworks that depend upon technology to enhance cognitive functions of students. A public journal blog or wiki can be a part of any writing class and can be any type of writing that helps the student move forward with literary language skills. Collaborative discussion wikis create online journals as participation to earn grade points as well as paper points.  The writing process is the focus; we use the blog or wiki to stimulate the transition from the thought or brainstorm to the page through wiki. In addition, we cohesively work during our blog or wiki experiences on a newsletter composed of all blog or wiki entries.  Students thoughtfully write, then publish online as part of the class experience. 

     Other frameworks include writing about blog or wiki lectures, web experiences like video streaming searches and reviews linked to blog or wiki posts, group research library searches through blog links and wiki, after all, blogs and wikis create the new 21st century writer who is making history. Blogs and Wikis are technology areas where students learn to share thoughts on life as writing topics or to add to writing topics.  Save blog and wiki posts and refer to them daily; they are documents educators can refer to as citations or use as preliminary parts of papers. Blogs and Wikis can be poetry fiction drama presentations where students post a short set of web sites or literary terms or parts of writing and gain discussion journal points or use the experience actually to write a paper.  Papers can be ABOUT blogs and wikis. Live internet experiences are life and students write about life or about others who understand aspects of the human condition. Blogs and Wikis are live writing process events as well.  Assertive blog and wiki activities include critiques of peer writing, group writing, and references to other students’ blogs and wiki posts and Professor conferences. The platform of blog and wiki can result in a series of thoughts that may become finished research essays.

     Encourage students to print the blog wiki document or save as a file to show ability to write online in a cooperative team. Students are asked to act as editors, cognitive mappers of ideas within the design of the wiki discussion newsletter, interpreters of website links, all to demonstrate adaptive strategies to address visual and special thinking of all class members with different modes and talents. Wiki teaches planning which is also journaling.  Any time students write ideas save them either in a wiki discussion forum with conversations that are shared with other class or team members.     Writing has a new meaning in the virtual setting.  Every action is recorded for points.  Topics can be one word for a first draft.  The next draft may be a thesis.  I suggest students draft at least two days per week and keep a record of al activity to show me on the electronic classrooms or in a private journal in wiki posts or even in a collection of wiki styles (private or public) that can be a journal.  Journaling is a wonderful tool and allows us to be active in small groups or alone.

      In my experiences at the Northampton Community College, in English 1 and 2 distance learning classes, I encouraged students post 25 wiki discussions for the entire semester which satisfy the journal aspect of the class by use of three separate but equal types of discussions available in my class. I encouraged my students to write cohesively work during our paper 3 project newsletter composed of all my English students. Present wiki team newsletter via a final posting area upon completion of all requirements to encourage skills in cooperative learning.

      Even if students write alone, they participated as a team for a class publication on wiki. Students act as editors, cognitive mappers of ideas within the design of the wiki newsletter, interpreters of website links, all to demonstrate how strategies to address visual and special thinking of all class members with different modes and talents.     Students will gain points for wiki adding editorial commentary on drafts, adding technical communications with outside experts, forming text, hypertext, and hypermedia to consider how we as readers act, interact, and think visually with new and evolving forms and structures. Thank students for participating in online internet experiences and applaud their efforts.

     In conclusion, I offer more ideas about the healing and rewarding aspects of journaling in a blog or wiki. Enhance your teaching with designing your own blog or wiki journal or other writing project to inspire and encourage students to see writing as a daily and enjoyable task.  During the early months of 2009, contemplation and prayer on the land where I live promoted me to write a diary called Writing between Rivers, Lehigh, Delaware and Susquehanna, a paradigm for a juvenile fiction novel called The Passing Light. The purpose of the journaling was to reveal the writing process and the use of actual experience to enhance and encourage the literary mind.
     I visited special places that inspired me to retain hope as I experienced life changes such as job shifts, illness, and the death of my parents. The land between rivers emerged as a template and voice to tell a story that carries hope. In “The Song of Faith”, Christopher Promuk April 8, 2002  writes: “As a prolific writer of journals, Merton believed in the religious transparency of his own experience. Of this, he writes rather matter-of-factly, “Journals take for granted that every day in our life there is something new and important… Journaling was for him a means of paying attention to the hand of grace in his life and a way of exorcising the ego-demons that kept him from greater love, surrender and prayer. It was a means of participating in his own salvation (Promuk).”

     “Merton’s journals modeled for me the value of spiritual self-examination. As a teenager I was wowed by the nakedness of his inner dialogue, watching him discern his way through the relationships in his life. From the frustrations of living in community to the solitude of the woods, Merton showed the latent sanctity within ordinary human struggles. He illuminated nature as a place of revelation “(Promuk).

                                                        References

Egan,  K. (1992). Imagination in Teaching and Learning.  Chicago: University of Chicago Press.

Promuk, Christopher. “The Song of Faith.” America, The National Catholic Weekly. http://www.americamagazine.org/content/article.cfm?article_id=1686

 

Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.).  Cambridge, MA: Harvard University Press.

Bio of Maryann

	Maryann Pasda DiEdwardo Biography Edit 0 0 2… “Most importantly, music as a catalyst helps the student find a way to relate to the literary message and encode language through sound. Pairing music with linguistic activities suggests that integrating music into college linguistic classrooms and virtual classrooms enables students to learn to read and write. Listening to instrumental music as well as songs with lyrics before and during lectures, presentations, and virtual lecture asynchronous lessons offers practical solutions to teachers.” Maryann P. DiEdwardo Artist, writer, speaker, and Adjunct Associate Professor for UMUC, Dr. MaryAnn Pasda DiEdwardo was born in the United States. MaryAnn has been participating in and promoting fine arts education since 1968 when she was invited to participate in the Governor’s School of Pennsylvania. The recipient of the Northampton Community College Project Aware Outstanding Service Award 1978, she is also an experienced qualified yoga instructor for Lehigh Valley Hospital and recently in 2011 performed a program for Yoga for Breast Cancer. Award Nominations at University of Maryland University College in 2012 include a nomination for the 2012 UMUC Stanley J. Drazek Teaching Excellence Award (Drazek award) and the UMUC Teaching Recognition Award (TRA), two important awards in the UMUC Faculty Award and Recognition Program. The objectives of this program are to: Emphasize UMUC’s commitment to high quality adult education Recognize faculty members who consistently show exceptional skill in promoting student learning and providing a quality education to UMUC’s adult learners Identify a pool of talented, dedicated faculty members who can serve as faculty mentors Encourage adult students to recognize and reward teaching excellence. Not eligible at this time to accept, since she started teaching at UMUC in 2010 Fall; to be eligible to participate in the award process, a faculty member must have taught with UMUC for at least three years as of 8/31/2011 and a minimum of 30 credit hours. She attended the Pennsylvania State University, University Park, Pennsylvania when she received her Bachelor of Arts in Theatre Arts. A Summa Cum Laude graduate and winner of the Carnegie Scholarship, she was Graduation Marshall for College of Arts and Architecture, President of Mortar Board, Phi Beta Kappa, Phi Kappa Phi. Subsequently, Maryann earned her Master of Arts in English from Lehigh University. A pioneer in the field of Distance Education, Dr. DiEdwardo created MaryannWriting from 1995-2003, a distance learning educational website for a global community. <br><br>In 2004, statistical results of her case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004). In an initial study in 2003, she refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. As Howard Gardner suggests, “Very worthwhile. The next step is to figure out why you got the effects that you did. Is music motivational? Does it activate other brain centers? Does it have some kind of intrinsic link to linguistic capacities? Would the effect work the other way around, or with other materials (2004 email)?” Her article entitled “Pairing Linguistic and Music Intelligences” was published in the Kappa Delta Pi Record. Vol. 41, No. 3, Spring 2005, pages 128-130. Maryann held positions as Northampton Community College as Adjunct Professor for Traditional and Distance Learning Departments; Adjunct Faculty for Lehigh Carbon Community College; Adjunct Faculty for Pennsylvania State University and De Sales University. She is former Adjunct Professor for Lehigh University. She has designed distance learning English 2 curriculum for Lehigh Carbon Community College. Beginning in 1981 and currently as well, she presents lectures for regional, national and international conferences on her research in education, art and writing, which has evolved to include cultural diversity, social justice, and nature writing. <br><br>The artist sends donations of books and art displays to the Child Life Program at the New York Presbyterian Weill Cornell Hospital and St. Luke’s Hospital, Bethlehem Pennsylvania, based on The Art of Trees Bloomington, Indiana: AuthorHouse Publishing Company, U.S.A. 2007. Recent art exhibits in the state of Pennsylvania include environmental eco-critical paintings depicting Millbrook Marsh Nature Center. A White Mountain painter, Dr. DiEdwardo supports fine art as a doorway to learning through her landscapes. In her work entitled “Mount Washington” she employs framing elements such as trees that lead the eye into depth. With her co-author and sister, Maryann writes books to support The American Cancer Society. She has written over 20 works available with national press market in varied techniques of creative non-fiction and fiction to support art and writing as therapy, memoir, history of appaloosa, historical memoir of Pennsylvania residents, equine therapy for humans, history of the Nez Perce, and elderly horse care, also to support the causes of clean water, The Appaloosa Horse Club and the International Association for Great Lakes Research. Articles, Book Reviews, Presentations DiEdwardo Maryann. “Religion in Schools.” Book Review. The Educational Forum. Volume 74, Number 4, Oct. Dec. 2010. DiEdwardo, Maryann. “The Need for Redistribution of Wealth.” Book Review. The Educational Forum. Volume 74. Number 2, 2010. DiEdwardo, Maryann.”Cultural Diversity and the Empowerment of Minorities.” The Educational Forum. Volume 73. Number 3, 2009. Book Review. Kappa Delta Pi, 2009. DiEdwardo. “Pairing Music and Linguistic Intelligences.” Record, Vol. 41, No. 3, Spring 2005. Kappa Delta Pi, International Education Honors Society. DiEdwardo, MaryAnn Pasda. Architecture in the Homeschool. Susan Richman, Ed. Pennsylvania Homeschoolers International Newsletter, Issue 46, Winter February 1994. Presenter CEA in Richmond VA 2012 International Conference Presentation of a Paper and Chair for Pedagogy 8 on March 31, 2012: The New Curriculum of English Departments: Evolution or Intelligent Design? (University Teaching and Lines that Divide) Title: The Short Story in the African American Literary Tradition with an Authentic Assessment: Transforming Teaching Methodology and Student Learning Annual Lilly Conference on College and University Teaching Washington, DC, June 2 - 5, 2011. Acceptance follows: "I am pleased to inform you that your proposal Blog and Wiki Journaling and E-Portfolios about Themes of Nature and Place Memory Engages Student Voices" has been accepted as a 40 minute presentation. Due to the large number of proposals for concurrent sessions and poster presentations submitted this year, we were able to accommodate only 59% of applicants primary requests following a peer, blind review process. Proposals came from 29 different states and 4 countries. Therefore, it is noteworthy that your proposal was accepted." College English Association International Conference in St. Petersburg, Florida. March 31, April 1 and 2 2011. “Writing Between Rivers Transforming Poverty through Writing Travel Journals and Juvenile Fiction” Pennsylvania College English Association Conference (PCEA) Narratives of Travel and Navigation: English by Water, Air, Land, and Imagination. Erie Pennsylvania. March 2011. “Travel Journals of Thoreau with Attention to Themes of Nature, Transcendentalism, and Place memory as a Framework for Teaching English Composition and Writing Juvenile Fiction.” <br><br> “Overcoming Poverty through Journaling.” Feminism in Practice Conference, Reflection, Action, Change. Lehigh University. November 2010. “Writing Between Rivers.” The Passing Light. EAPSU Conference, English Association of the Pennsylvania State Universities A River Runs Through Us: Exploring the Poetics of Place. October 1-3, 2010. Lilly Conference Washington, D.C. June 2010. “Music in the College English Classroom.” <br><br>Pennsylvania College English Association. Spring 2010 Conference. “Social Justice: Novels of Charles Dickens and Maryann DiEdwardo.” Hotel Bethlehem, Bethlehem, Pennsylvania. Northeast Regional Comparative and International Education Conference, Lehigh University. Beyond Aid: Rethinking Approaches to International Development in Education, October 8 - 9, 2009. Cultural Diversity for Student Empowerment. College English Association National Convention Pittsburgh Pennsylvania 2009. “Pairing Music and Linguistic Intelligences.” “Feminist Practice in the Art of Pocahontas Viewed Through Feminist Art Theory. Lehigh University. Feminism in Practice Conference, November 15, 2008. Bethlehem, Pennsylvania. “Hispanic American Literature Techniques Teach Language Skills in the Composition Classroom.” West Virginia University’s Thirty-Second Colloquium on Literature and Film. September 11-13, 2008. West Virginia University, Morgantown, West Virginia. “‘The Fourth R’ Hispanic American Literary Tradition.” Pennsylvania College English Association (PCEA) 2008 Annual Conference. “Celebrating American Literature.” April 10-12, 2008. State College, PA. Presenter and Session Chair. Readings: Works of Creative Fiction in 2007 by Maryann Pasda DiEdwardo and Patricia J. Pasda. Women’s Cancer Research Event Lehigh University. English Department. Drown Hall. Bethlehem, PA October 25, 2007. “The Fourth R.” Pennsylvania State University ESL Conference Finding Our Voices: An ESOL Strategies Conference, September 22, 2007. Hotel Bethlehem, Pennsylvania. “Latin American and Latina/o Studies Models Paradigms and Frameworks.” Northampton Community College Latino Conference. October 14, 2006. “Pairing Linguistic and Music Intelligences in Technology Enhanced and Distance Classrooms.” Cedar Crest College Technology Symposium 2006 August Lecturer for Montgomery County Community College Technology Conference 2004 October. "Music Transforms the College English Classroom." Lecturer for Lehigh Carbon Community College Teaching Learning Center Lunch and Learn for Faculty Lecture and Video for Archives 2005 “Advanced Placement English Language and English Literature” for Pennsylvania Homeschoolers Annual Summer Conferences Harrisburg, PA 1998-2002. Books DiEdwardo and Pasda. Nature Journaling for a Peaceful Spirit. Xlibris: Bloomington, 2011. DiEdwardo and Pasda. The Mythic Appaloosa. Xlibris: Bloomington, 2011. Juvenile Fiction Sequel to The Passing Light. DiEdwardo and Pasda. The Passing Light. American Book Publishing. Due 2010. Genre: Juvenile Fiction. Parentless Irish immigrants, Jonathan and his sister Joan, flee Ireland during the Potato Famine to build a new life in American with the aid of Native Americans, African Americans, Latinos, and other immigrants. Follow their adventures as they find romance, the dangers of the wilderness, friendship, and a new life in America during the nineteenth and early twentieth centuries. DiEdwardo, Maryann. The Fourth “R” A Book to Promote the Journey through Hispanic American Literary History to Develop Language Skills. Bloomington, Indiana: Authorhouse, 2008. Review: “Dr. DiEdwardo's book is a ‘must have’ for all educators, especially for those who teach students of other languages. The book is simple, and its components are easy to follow. What I find particularly compelling about this book is the idea to use authors from the students' home country to enhance self-esteem and pride, in addition to creating individual voices. ” Toni Velleca, ESOL Teacher Music Transforms the College English Classroom. The Legacy of Katharine Hepburn, Fine Art As A Way of Life. DiEdwardo, Maryann and Pasda Patricia. The Horse Keeper: The Healing Gifts of Painting and Writing about Horses. Philadelphia: Infinity Publishing, U.S.A. 2008. The Art of Trees Pennsylvania Voices Book I The Horse Prophet Pennsylvania Voices Book II Appaloosa Visions Pennsylvania Voices Book III Appaloosa Dreams Pennsylvania Voices Book IV The River Keeper Pennsylvania Voices Book V The Legacy of Allison Pennsylvania Voices Book VI Collection of Fiction and Non-Fiction Pennsylvania Voices Book VII Living Literacy through Technology and Music to Develop Self-Efficacy in Computer Enhanced College English Composition Classes Pennsylvania Voices Book VIII The Artist’s Sketch Book Pennsylvania Voices Book IX journaling, blog, wiki, tools for writers Pennsylvania Voices Book X Writing Based on History: Techniques to Teach Writing through History The Marvelous Nature Alphabet Book Horses about Hope, the art of myth, legend, and graphic writing On Healing: Inspiration through Writing, the writer’s voice. Pennsylvania Voices On Healing: Cancer Survival Through Prayer, Painting and Writing. Orlando, Xulon Press, 2007. Poetry DiEdwardo, Maryann. Brown Bagazine 4. “Like the Snow.” Spring 2008. Tucker, Georgia: Gypsy Daughter. Editor, Any Lynn Hess. www.gypsydaughter.com “Spring Wind” “Cloud Shadow” “Gentleness” “Friend Frog” “Nutritious Fun” “Anointing” “Daffodil” “Dances” “The Gate” “Soar” were in a book co-authored and illustrated by Maryann Pasda DiEdwardo entitled Write a Book of Haiku that was recognized by Dan Poynter and first appeared in 1994. “Joseph” won Honorable Mention, first appeared in American Poetry Anthology Volume VI, Number 1, Spring 1986. “Growing Toward Death” semi-finalist, first appeared in The International Library of Poetry 2002.“Like the Snow” first appeared in Pennsylvania Voices Book Three co-authored and illustrated by Maryann Pasda DiEdwardo 2006. “Rivers” first appeared in Pennsylvania Voices Book Three co-authored and illustrated by Maryann Pasda DiEdwardo 2006. “The Day the Trees Spoke” first appeared the The Art of Trees co-authored and illustrated by Maryann Pasda DiEdwardo 2006.