Foundational Practices of Online Writing Instruction
Pub Date: 2015
ISBN 13: 978-1-6023566-7-2
Publisher: Parlor Press
Conditions of Use
At 600 pages, Foundational Practices of Online Writing Instruction, is a comprehensive report prepared by members of the Online Writing Instruction read more
At 600 pages, Foundational Practices of Online Writing Instruction, is a comprehensive report prepared by members of the Online Writing Instruction committee created by the College Composition and Communication Conference (CCCC). As such the report presents research and best practices written by a collaborative team of faculty. Site visits from across the country were conducted and significant discussion was had in the preparation of this very important publication. All key aspects of online writing instruction are covered.
The reporting is accurate, peer reviewed, and unbiased.
As Webster Newbold's preface reminds us, much has changed since the early 1990s when brave instructors began pioneering Online Writing using dial-up modems. The content of this book is up to date, but informed by the complete history of online writing instruction; thus as the technology changes moving ahead, this report will remain current for some years because the focus is on best practices of teaching and course design. There's a focus on principals and ethics that inform good practice. One point of note is that it is true that the financial aspects of online education are subject to sudden changes that could render that part of the book out of date soonest.
I found this to be an accessible and clear text. While written for a specific audience of online writing teachers and administrators the book is not filled with jargon. Any necessary technical vocabulary is defined and precise.
Though written by committee, the book speaks with a common voice and the internal organization framework is consistent and clear.
I choose this book primarily to share with a group of colleagues who will be collaborating to build online courses together rather than using for my own students. That said, the book is easily dividable into subsections that will focus different parts of our initial meetings and sections we can return to throughout the summer and fall as we are building and piloting our courses. In terms of this book's usefulness to our committee discussions, modularity is one of its strengths.
At 600 pages the books content can feel overwhelming, but the sectional/ chapter based organization makes it very easy to navigate to key sections. One would likely not read this book cover to cover so that clear sense of organization makes it very user friendly.
Not the most visually engaging book but it is definitely free of any interface issues or navigation problems. Images are clear.
I'm impress at how much effort was put into making OWI culturally relevant to a variety of student groups and concerns.
This book is going to be extremely useful to creating clear and consistent courses.
This book addresses the foundations for Online Writing Instruction in a clear and comprehensive way. It covers the most important topics of the read more
This book addresses the foundations for Online Writing Instruction in a clear and comprehensive way. It covers the most important topics of the discussion and can be use as a manual or handbook for institutional discussion about the benefits of implementing OWI.
The book provides and discusses important policies and data about OWI in the introduction. Each chapter presents a bibliography.
The content and consistency of this book is strong.
Although this is not a book by a single author, the clarity through out the text is consistent.
It is a book with different authors yet the terminology and use of abbreviation are very consistent through it.
Chapters 1 and 11 are the largest ones and they have subheadings. I however think that they should also appeared in the index or table of contents of the books.
The book is presented in a logical sequence. I missed an index of authors at the end.
I read the PDF form of this book. I have not need to access the interface.
The grammar and style make the content of this book accessible to the reader who has not previous knowledge of the subject.
This book is not cultural insensitive. Indeed the introduction addressed the need to recognize different cultural backgrounds when creating online writing activities.
I was attracted to read FOUNDATIONAL PRACTICES OF ONLINE WRITING INSTRUCTION because although I do not teach courses online, I do request at least four writing exercises during a semester that students need to complete and submit online through a platform administrator such as Moodle. After reading the book, I felt motivated to write this review because I found it engaging and helpful to my own teaching practice and the profession. The book provides an introduction to Online Writing Instruction (OWI), where the benefits, challenges and fears of such practice are addressed. I found particular useful the section “Hybrid and Fully-Online OWCS” because it provided me with a set of questions that allowed me to reflect and think of my own practice when I design online writing activities for my courses.
Table of Contents
- Front Matter
- Preface, Webster Newbold
- Commonly Used Abbreviations
- Introduction. A Research History of the CCCC OWI Committee, Beth L. Hewett and Kevin Eric DePew
- Part 1. An OWI Primer
- Chapter 1. Grounding Principles of OWI, Beth L. Hewett
- Chapter 2. Hybrid and Fully Online OWI, Jason Snart
- Chapter 3. Asynchronous and Synchronous Modalities, Connie Snyder Mick and Geoffrey Middlebrook
- Part 2. OWI Pedagogy and Administrative Decisions
- Chapter 4. Teaching the OWI Course, Scott Warnock
- Chapter 5. Online Writing Labs, Diane Martinez and Leslie Olsen
- Chapter 6. Administrative Decisions for OWI, Deborah Minter
- Chapter 7. Contingent Faculty and OWI, Mahli Mechenbier
- Part 3. Practicing Inclusivity in OWI
- Chapter 8. Physical and Learning Disabilities in OWI, Sushil K. Oswal
- Chapter 9. Multilingual Writers and OWI, Susan K. Miller-Cochran
- Chapter 10. Nontraditional Student Access to OWI, Michael W. Gos
- Part 4. Faculty and Student Preparation for OWI
- Chapter 11. Faculty Preparation for OWI, Lee-Ann Kastman Breuch
- Chapter 12. Faculty Professionalization for OWI, Rich Rice
- Chapter 13. Preparing Students for OWI, Lisa Meloncon and Heidi Harris
- Chapter 14. Preparing for the Rhetoricity of OWI, Kevin Eric DePew
- Part 5. New Directions in OWI
- Chapter 15. Teaching Multimodal Assignments in OWI Contexts, Kristine L. Blair
- Chapter 16. OWI on the Go, Rochelle Rodrigo
- Chapter 17. OWI Research Considerations, Christa Ehmann and Beth L. Hewett
- Chapter 18. The Future of OWI, Beth L. Hewett and Scott Warnock
- Author Biographies
About the Book
Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings.
The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.
About the Contributors
Beth L. Hewett is a key leader of the Conference on College Composition and Communication (CCCC) Committee for Effective Practices in Online Writing Instruction. A college-level educational consultant and writing instructor, Dr. Hewett is the author, coauthor, and coeditor of numerous articles and books, including Reading to Learn and Writing to Teach: Literacy Strategies for Online Writing Instruction, The Online Writing Conference: A Guide for Teachers and Tutors, Preparing Educators for Online Writing Instruction: Principles and Practices, Virtual Collaborative Writing in the Workplace: Computer-Mediated Communication Technologies and Practices, and Technology and English Studies: Innovative Professional Paths. Beyond online writing instruction, Dr. Hewett's interests include using digital technologies to understand the characteristics of college-level writing, the public rhetoric of eulogies, and practical connections between postsecondary writing and the world-at-large. She also writes about grief (Good Words: Memorializing through a Eulogy, More Good Words: Practical Activities for Mourning, and More Good Words: Grief in the Workplace) and works as a bereavement coach and facilitator trainer.
Kevin Eric DePew is an Associate Professor and the Graduate Program Director of Old Dominion University's English Ph.D. program, which has an online component. He has authored and co-authored works about OWI in Computers and Composition, as well as the Handbook of Research on Computer Mediated Communication and Emerging Pedagogies in the Networked Knowledge Society. Dr. DePew's research about OWI is one component of his larger project of designing better writing instruction. Other works examine how to advocate for social justice through writing instruction, how to raise instructors' awareness of effective strategies for teaching multilingual writers, and how to design writing curriculum that encourages students to transfer what they learn in their writing courses to other contexts. He is a current member of the CCCC's Committee for Effective Practices in Online Writing Instruction and the CCCC Committee on Second Language Writing.
Elif Guler is an Assistant Professor of Rhetoric and Professional Writing at Longwood University, where she teaches courses and conducts research in cultural rhetoric and professional writing. She previously taught both face-to-face and distance education writing courses at Old Dominion University (ODU). She is the recipient of a shining star faculty award from ODU and has co-authored an article on the use of online tools for assessment in the writing classroom.
Robbin Zeff Warner is a Senior Writing Coach at Defend & Publish, LLC, and an educational consultant in OWI. Previously she was an Assistant Professor of Writing, Professional Technology Fellow, and WID Studio Director at George Washington University (GWU). She also is a Teacher Consultant with the Northern Virginia Writing Project. Dr. Warner's interest in online technology was launched in writing the landmark book The Nonprofit Guide to the Internet in 1996 when there were so few nonprofits online one could actually count them. This book initiated a series of books on Internet use for the nonprofit community by John Wiley & Sons. She then wrote the first book on online advertising back in 1997 (Advertising on the Internet), which eventually was translated into six languages. Recently, Dr. Warner lived in Brussels, Belgium, for four years where she studied chocolate making; she is now writing novels that showcase artisan chocolate.