Writing in Online Courses
How the Online Environment Shapes Writing Practices
Will be published approx. on 30. January 2018
Book
Paperback/Softback
270 pages
978-1-9755-0009-2 (ISBN)
Description
For scholars interested in the intersection of writing and online instruction, Writing in Online Courses: How the Online Environment Shapes Writing and Practice examines both the theoretical and practical implications of writing in online courses. The essays in this collection reflect upon what the authors have learned about the synergistic way that writing helps to shape online instruction and how online instruction helps to shape the writing process.
While many educators continue to question the reasons for teaching online, these essays demonstrate the useful ways in which it enhances and informs student writing and learning. From the vantage point of different disciplines, the authors examine how the writing process is revealed and changed when it is placed at the center of an online learning environment. These scholars and practitioners attest to the multiple ways that teaching online has enabled them to rethink how writing functions in their classes, allowing them to pursue educational goals and student outcomes that may have been more difficult or even impossible to pursue in the traditional classroom.
While many educators continue to question the reasons for teaching online, these essays demonstrate the useful ways in which it enhances and informs student writing and learning. From the vantage point of different disciplines, the authors examine how the writing process is revealed and changed when it is placed at the center of an online learning environment. These scholars and practitioners attest to the multiple ways that teaching online has enabled them to rethink how writing functions in their classes, allowing them to pursue educational goals and student outcomes that may have been more difficult or even impossible to pursue in the traditional classroom.
More details
Language
English
Place of publication
Gorham
United States
Target group
Professional and scholarly
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 226 mm
Width: 152 mm
Thickness: 18 mm
Weight
386 gr
ISBN-13
978-1-9755-0009-2 (9781975500092)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
E-Book
06/2018
Myers Education Press
€123.99
Available for download
Persons
Phoebe Jackson is professor of English at William Paterson University. She has published work in composition studies and on American women writers including Edith Wharton, Willa Cather, Carolyn Chute, Elizabeth Strout, and Harriette Simpson Arnow. With Emily Isaacs, she co-edited the book, Public Works: Student Writing as Public Text.
Christopher Weaver is an Associate Professor of English and the Director of the Program in Writing and Rhetoric at William Paterson University. Dr. Weaver writes about composition theory and pedagogy. He is the co-editor of The Theory and Practice of Grading Writing which was chosen as the outstanding book of the year in the field of education by Choice: Current Reviews for Academic Libraries.
Christopher Weaver is an Associate Professor of English and the Director of the Program in Writing and Rhetoric at William Paterson University. Dr. Weaver writes about composition theory and pedagogy. He is the co-editor of The Theory and Practice of Grading Writing which was chosen as the outstanding book of the year in the field of education by Choice: Current Reviews for Academic Libraries.
Content
Introduction: Why Do You Teach Online
Part I: Technology and the Writing Practice
1. Past to the Future: Computers and Community in the First Year Writing Classroom
2. "She Really Took the Time": Students' Opinions of Screen-Capture Response to Their Writing in Online Courses
3. Shifting Again: Electronic Writing and Recorded Speech in Online Courses
4. Revising the Defaults: Online FYC Courses as Sites of Heterogeneous Disciplinary Work
Part II: Negotiating Identity Online
5. Creating and Reflecting on Professional Identities in Online Business Writing Courses
6. Free to Write, Safe to Claim: The Importance of Writing in Online Sociology Courses in Transforming Disposition
7. Facework and the Negotiation of Identity in Online Class Discussions
Part III: Learning Academic Discourse Online
8. The Reading-Writing Connection: Engaging the Literary Text Online
9. Getting Down to Earth: Scientific Inquiry and Online Writing for Non-Science Students
10. Shifting Perspectives about Teaching Writing Online: A Conceptual Framework Approach for Transfer
11. Hybrid Spaces and Writing Places: Ecoliteracy, Ecocomposition, and Ecological Self
Part I: Technology and the Writing Practice
1. Past to the Future: Computers and Community in the First Year Writing Classroom
2. "She Really Took the Time": Students' Opinions of Screen-Capture Response to Their Writing in Online Courses
3. Shifting Again: Electronic Writing and Recorded Speech in Online Courses
4. Revising the Defaults: Online FYC Courses as Sites of Heterogeneous Disciplinary Work
Part II: Negotiating Identity Online
5. Creating and Reflecting on Professional Identities in Online Business Writing Courses
6. Free to Write, Safe to Claim: The Importance of Writing in Online Sociology Courses in Transforming Disposition
7. Facework and the Negotiation of Identity in Online Class Discussions
Part III: Learning Academic Discourse Online
8. The Reading-Writing Connection: Engaging the Literary Text Online
9. Getting Down to Earth: Scientific Inquiry and Online Writing for Non-Science Students
10. Shifting Perspectives about Teaching Writing Online: A Conceptual Framework Approach for Transfer
11. Hybrid Spaces and Writing Places: Ecoliteracy, Ecocomposition, and Ecological Self