How can we use technology?• Feedback/assessment• Collaborative writing• Writing as a social activity• Teaching paraphrasing/avoiding plagiarism
Feedback: Ferris (2012)• Response to student writing is not only, or even primarily, about marking errors.• Comprehensive marking of a broad range of student errors is usually not the best approach.• Teachers must take care to avoid overwhelming and discouraging students through their CF.• CF about student errors must be clear and informative.• The teacher should not do all the work of CF.• The “treatment of error” does not consist solely of CF.
Corrective Feedback: Ferris• Using comment features in Word clearer and more detailed than pen on paper. You can easily recycle comments. Can include links to resources• Track changes – your thoughts?• Can highlight problems w/o commentary.• Can use SCMC for real time consultations w/ learners.
Corrective Feedback: Ferris• Grammar checkers in Word, etc. often require a lot of metalinguistic knowledge to use.• Lexical choices can be made using online tools: Google, Check My Words, Lex Tutor (AWL Highlighter)
Computer-mediated feedback• Can use screencasting for feedback (Ducate & Arnold, 2012).• Used Jing to record 5 minute feedback from teacher, student given URL to watch.• Video feedback more effective in some areas than commenting (word choice, case issues)
Feedback: 2.0 writing• Teachers can also give feedback on blogs/wikis• May want to keep blog, etc. private (only between teacher and student)• Have blog for expression/fluency/reflection and a different one for project work.
Storch (2012): Collab writing• Collaborative writing not simple co-authoring• Organizing, editing, revising done together• Important to consider relationships within groups (equality/mutuality)• Prob best type is a wiki as a collaborative project.
Collab writing: Kessler (2012)• Teacher’s role must be re-thought• Students can engage in peer feedback (at multiple levels)• May foster independent learning/autonomy
Collab writing: Kessler (2012, p. 228)• “Create writing tasks that take advantage of the collaborative potential of social networking tools such as Facebook’s status update or Twitter’s microblogging.”• “Create writing tasks that simulate real-world collaborative writing tasks, including the kinds of tasks that groups of professionals in workplace contexts might use to work on projects.”• “Create writing tasks for higher level writers to actively contribute to real-world wikis and blogs.”
Wiki resources (Elola & Oskoz, 2011 p. 205)• Pbwiki• Mediawikis• Wikispaces• Educational wikis• Wetpaint Wikis in Education
Kessler, 2012• Social/public nature of online writing can be motivational• Comfort w/ technology and writing expectations can affect learners• Multiple literacies to consider; can aid writing instruction• Nature of writing is changing. Traditionally, writing is far less interactive.
Plagiarism/paraphrasing• Turnitin/WriteCheck (latter paid “writing coach,” very controversial)• See article from USA Today “Plagiarism software WriteCheck troubles some educators”
Writing project• Plan a writing project/task (with a partner or two) that you could use in a writing class that would include at least two of the following:• Collaborative writing• Computer-mediated feedback• Social/interactive writingPrepare the activity using phases (as modeled inElola & Oskoz) to share with the class on Wed.