Foundational Practices in Online Writing Instruction addresses administrators’ and instructors’ questions for developing online writing programs and courses. Written by experts in the field, this book uniquely attends to issues of inclusive and accessible online writing instruction in technology-enhanced settings, as well as teaching with mobile technologies and multimodal compositions.
In The Online Writing Conference: A Guide for Teachers and Tutors, former chair of the CCCC Committee for Effective Practices in Online Writing Instruction Beth L. Hewett articulates the how and why of one-to-one online writing conference ...
Reading to Learn and Writing to Teach: Literacy Strategies for Online Writing Instruction is informed by the premise that the increased literacy load of an online environment is the most critical difference between online and onsite ...
Explores the complexities and anxieties associated with online writing instruction.
How can you migrate your tried and true face-to-face teaching practices into an online environment? This is the core question that Scott Warnock seeks to answer in Teaching Writing Online:...
... Foundational Practices of Online Writing Instruction (pp. 33–92). Fort Collins, CO: The WAC Clearinghouse. Hewett, B. L. (2015a). Grounding principles of OWI. In B. L. Hewett & K. E. DePew (Eds.), Foundational practices of online writing ...
best practices associated with this work and the associated instructional model. ... perspectives is an attempt to clarify the blurred distinctions that now exist between these “new and unsettled genres” (Romano, 2000; Jewitt, 2008).
Critical Conversations about Plagiarism. Anderson, SC: Parlor Press. Goodwyn, Andrew, ed. 2000. English in the Digital Age: Information and Communications Technology (ICT) and the Teaching of English. London: Cassell. Gonzales, Laura.
The book also offers best-practice guidelines for designing an effective writing program. Focusing on everyday applications of current scientific research, the book features many illustrative case examples and vignettes.
This book narrates the experience of an asynchronous OWC through the dual perspective of the teacher, Scott, and a student, Diana Gasiewski, who participated in that OWC.
This book was originally published as a special issue of Technical Communication Quarterly (TCQ).