This document summarizes a study on how teachers use revision in their own writing and teaching practices. The study found that:
1) Most teachers revise their own writing but many do not realize the strategies they use, like peer feedback and incubation, are considered revision.
2) While most teachers say they teach revision, many are actually only teaching editing skills. There is a blurring between revision and editing as revision becomes more simultaneous.
3) Digital writing tools increase teachers' willingness to teach revision by facilitating audience feedback, collaboration, and student motivation through technology.
This describes a framework for scaffolding students through the group essay writing process and provides an overview of student perceptions of the process.
Looking Behind the Curtain: using technology to facilitate & assess group ess...Peter Levrai
This is our presentation from the IATEFL / ZHAW Conference, 30th June 2018, discussing how we located different e-tools into an collaborative essay assignment.
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Building Sustainability into an EAP CoursePeter Levrai
This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
This describes a framework for scaffolding students through the group essay writing process and provides an overview of student perceptions of the process.
Looking Behind the Curtain: using technology to facilitate & assess group ess...Peter Levrai
This is our presentation from the IATEFL / ZHAW Conference, 30th June 2018, discussing how we located different e-tools into an collaborative essay assignment.
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Building Sustainability into an EAP CoursePeter Levrai
This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.
The Power of Collaboration (24 April 2014, LILAC)Sarah Purcell
Presentation 24 April 2014 for LILAC. Reporting on a four-year project to research undergraduate students' confidence in their information literacy skills, embedded input and staff/student collaboration.
Exploring Lightweight Teams in a Distributed Learning EnvironmentStephen MacNeil
This study explores the differences between students learning in three different contexts: collaborating online, collaborating face-to-face, and learning alone. Our results show that collaboration is was preferred to working alone but the performance differences weren't significant between conditions. We also present interesting findings about how groups interacted.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis Rio4imoveis
Conheça o Wave Ipanema, apartamentos com duas suites e serviços, apartamentos de 73 a 85m2.
Fale com a Rio 4 imóveis: 21- 32478192
vendas@rio4imoveis.com.br
www.rio4imoveis.com.br
@rio4imoveis
facebook.com/rio4imoveis
This is a special insert from the complete WEadership Guide. Is was intended for professionals in the field of public policy concerned with jobs, work, and learning - often called workforce development.
The Power of Collaboration (24 April 2014, LILAC)Sarah Purcell
Presentation 24 April 2014 for LILAC. Reporting on a four-year project to research undergraduate students' confidence in their information literacy skills, embedded input and staff/student collaboration.
Exploring Lightweight Teams in a Distributed Learning EnvironmentStephen MacNeil
This study explores the differences between students learning in three different contexts: collaborating online, collaborating face-to-face, and learning alone. Our results show that collaboration is was preferred to working alone but the performance differences weren't significant between conditions. We also present interesting findings about how groups interacted.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
Wave Ipanema apartamentos , Cyrela – Rio 4 Imóveis Rio4imoveis
Conheça o Wave Ipanema, apartamentos com duas suites e serviços, apartamentos de 73 a 85m2.
Fale com a Rio 4 imóveis: 21- 32478192
vendas@rio4imoveis.com.br
www.rio4imoveis.com.br
@rio4imoveis
facebook.com/rio4imoveis
This is a special insert from the complete WEadership Guide. Is was intended for professionals in the field of public policy concerned with jobs, work, and learning - often called workforce development.
Presentación Apuntes sobre transmedia: la vida social de las historias para UOCMeet (11 marzo 2014). Guia de la presentación en castellano (base de los tweets asociados a la misma)
Mi presentación para #transmedia #uocmeet pretende hacer un recorrido por la vida social de las historias y nuestra manera de contarlas.
Hay muchas formas de responder a la pregunta sobre qué es transmedia, pero todas vinculadas al impulso de explicar historias.
La tradición de explicar historias de una única manera es particular de parte del s.XX: venimos de tradición oral.
Muchas manifestaciones de lo que denominamos transmedia vienen de muy, muy atrás.
La mitología griega presenta lugares, personajes y reglas definidas que podían pasar de una historia a otra.
"La Odisea" muestra algunos de los primeros mundos imaginarios, habitados por criaturas como los cíclopes.
"Las aves" es una obra de Aristófanes que muestra un mundo imaginario, la ciudad de las nubes, que se ha convertido en un icono cultural hasta nuestros días, como en la Legopelícula.
El Quijote no sólo tuvo una secuela, sino versiones apócrifas en su tiempo, como El Quijote de Avellaneda.
A lo largo de los siglos venideros, el impacto cultural de El Quijote facilito su salto a todo tipo de formas artísticas.
A principios del s.XX, el escritor y publicista L. Frank Baum, diseñó toda una estructura narrativa para El mago de Oz.
Y su impacto cultural sigue alimentando la imaginación de millones de personas.
La convergencia cultural y tecnológica facilita concebir historias que se desarrollan en distintas plataformas.
Es normal encontrar complicados gráficos que interrelacionan personajes, historias paralelas y líneas temporales.
Para otros, pensar en clave transmedia es sumamente sencillo: http://thisistransmedia.com/wp-content/uploads/2013/05/transmedia-flowchart3.jpg
La franquicia de origen cinematográfico Matrix es un ejemplo clave de la noción actual de transmedia.
Assassin's Creed es otro ejemplo activo de transmedia basado en el videojuego.
La campaña HBO Imagine era un ejemplo magnífico de ficción web transmedia.
Un elemento importante de HBO Imagine es que una parte de la campaña se trasladaba a la calle.
En la actualidad es habitual que series de televisión se presenten como proyectos transmedia.
Sherlock es un caso muy interesante de cómo integrar la filosofía transmedia en una serie de televisión.
En Sherlock los personajes tienen presencia en las redes sociales y generan fanworks complejos
El transmedia se puede aplicar a otros ámbitos como educación: caso "Reality ends here", un juego nacido en la USC
Otro campo de aplicación de las narrativas transmedia es la empresa, como muestra "The Hunt", un proyecto para Cisco.
A menudo, el transmedia hace interseccionar los tiempos de lla vida cotidiana con los de la ficción.
Algunas palabras clave: universos, mitologías, mundos, implicación, extensiones narrativas, franquicia, tiempos
Building research student communities: is there a role for library and learni...Jo Webb
Slides from a symposium exploring the role and experiences of librarians and learning developers in building communities of practice for researchers.Uses two case studies from De Montfort University (Leicester, UK) onexperiences of building a virtual CoP (wiki-based) and a face-to-face writing group.
Symposium was led by Katie Fraser (now University of Leicester), and content contributed by Melanie Petch and Jo Webb (both De Montfort University).
Practicing and Assessing Democratic Pedagogy #demopedJeanne Bohannon
This presentation was delivered as part of the CHSS Dean's Lecture Series, Kennesaw State University, February 25, 2016. It describes a history of democratic learning and a case study tht assessed students' attitudes towards democratic, digital writing assignments in a first year composition classroom. Tweet at #demoped
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
AERA 2012 Revision and the Pedagogical Implications of Teachers as Digital Writers
1. Revision and the Pedagogical Implications of
Teachers as Digital Writers
Shelbie Witte, School of Teacher Education
American Educational Research Association
2012
2. Overview
• Revision and the Pedagogical Implications of
Teachers as Digital Writers
• The pedagogical implications of teachers as digital
writers
• An analysis of the impact of revision in digital
writing environments
2
3. Purpose of the Study
1) teachers use revision in their own writing
2) 2) digital writing environments impact revision and
revision instruction
3) 3) the revision process is implemented into
teachers’ classrooms
3
4. Research questions
• In what ways do teachers of writing use
revision in their own writing?
• What are teachers’ perceptions of revision in
their own writing and in writing instruction in
the classroom?
• How do digital writing environments impact
revision and its instruction?
4
5. Study Participants
• Tier One-Summer 2009
• 253 study participants from a random sampling of
NWP sites participating in the 2009 NWP E-
anthology
• Two surveys, writing posted to the E-anthology,
responses, and revisions posted to the E-
anthology
• Tier Two-Fall 2009
• Focus group
5
6. Participants
• Sampling frame of 150 participating sites of the National
Writing Project Summer Institute E-Anthology (NWP E-A).
• Thirteen sites were randomly selected to participate, yielding
approximately 250 study participants.
• This random sampling was determined by the constraints that
the participants (a) post writing to the ‘Open Mic’ forum and
‘Classroom Matters’ forum of the NWP E-A, (b) ask for ‘Press’
or ‘Address’ feedback from NWP E-A participants, and (c) post
a revision of the piece to the ‘Open Mic’ forum.
6
7. Tier One Study Participants
English Language Arts 45%
Elementary 20%
Special Education 5%
Foreign Language 4%
Reading 4%
Science 4%
Social Studies 4%
Math 4%
Other 10%
(Speech, Composition, Literacy Coach, ELL,
Arts/Humanities, Music, FACS, Counselor, Principal,
Careers, Curriculum Specialist)
7
8. Tier One Study Participants
K-5 31%
6-8 27%
9-12 37%
Univ. 4%
Other Less than 1%
Age Range of Participants
20-29 34%
30-39 32%
40-49 17%
50-59 14%
60-69 2%
8
9. Tier One Study Participants
Teaching experience:
Less than three years 26%
Three to five years 20%
Six to ten years 16%
Eleven to fifteen years 17%
More than fifteen years 22%
9
12. In their own words….
“I look for internal consistency of ideas within the paper as
a whole and then in smaller parts”
“I put it away and wait until I find it again”
“I revise very little, but if I do, it is from peer suggestion”
“I revise as I write”
“I use spellcheck”
13. Teaching Revision
The most common activities in the classroom to facilitate
revision included:
• teacher revision directly on students’ papers
• peer revision groups and feedback face to face
• independent revision and rewriting
• read aloud strategies
• examining student work as a class to offer suggestions
for revision
14. In their own words….
“we read backwards paragraph by paragraph”
“have students revise for specific things such as Noden’s
Brush Strokes or Lane’s snapshots and thoughtshots”
“check to be sure words are written, illustrated picture
reflects”
“we never get to revision”
“I don’t teach revision. I teach Math”
“Students hate to revise and so do I”
15. Revision Strategies in the SI
• Peer groups
• E-Anthology feedback
• Add, move, change, or delete (words,
sentences, paragraphs)
• Re-read or read aloud
• Digital tools (E-Anthology, Ning,
Google Docs, Wiki)
• Incubation
• Editing (many mentioned strategies
usually recognized as editing)
• Mentor texts
• Rubrics
• Simultaneous revision
15
16. Key Findings
– many teach revision and don’t realize that they do
– a significant percentage of participants believe that they
are teaching revision, when in fact they are teaching
only editing and proofreading strategies
– the division between revision and editing is becoming
increasingly blurred as revision becomes increasingly
simultaneous
– teachers often do not “preach” what they “practice”;
meaning that the very strategies teachers use in their
own revisions are not the strategies they teach in the
classroom
16
18. How do digital writing environments
impact revision and its instruction?
• 77% of participants said E-anthology participation increased
their willingness to teach revision
• Importance of audience in writing
• Collaboration/community that can develop in responding
to others
• Importance of using digital writing environments, even in
F2F classrooms
• Use of technology as motivator for student participation in
revision
18
20. Tier II Emerging Themes
• Audience
• Genre
• Self-efficacy, motivation
• Teachers as writers (NWP influence)
• Effects of Technology
20
21. Audience
• Having an authentic audience for whom to write enhances
the revision process for students. When they know that their
writing is going to be viewed by someone other than the
teacher, the final product begins to matter more.
• Rowen (2005) argues that “when students know someone
other than their teacher will see their writing, it becomes
easy to help them with process and mechanics.”
21
22. Audience
• When asked if she could have any resource for
teaching revision to her students, what it would be,
she responded with, “real audiences for every single
thing that we do. . . . I struggle to find that audience
that provides my students what they really need to
get invested in the writing.” She reiterates that her
students “are totally different when they have a real
reason” to write.
Latham & Gross / CAIS 2010 22
23. Genre
• Students today are writing more than ever; however, the
formats they use differ vastly from their ‘in school’ writing.
Students still produce academic writing: essays, research
papers, and literary analyses. They sometimes compose
poems, stories, and plays. But most of their writing is done in
forms that have yet to be recognized as ‘writing’ by the
majority of classrooms and curricula.
• “Writers now compose through new media like e-mail,
listservers, and creative software packages. Writers use
digital technologies to write many new kinds of texts, such as
Web logs, hypertexts, and electronic portfolios” (Yancey,
2004).
Latham & Gross / CAIS 2010 23
24. Genre
• “Students are certainly much more interested in digital kinds
of writing now in new ways – podcasts and video casts and
those kinds of things.” She, therefore, is incorporating this
technology into her classroom. Her students create “digital
stories, which they love. . . . that particular kind of writing
that marries their love of image and sound and all those
textures.”
• Williams (2001) explains, “Because digital technology
increases student access to a diversity of expressive media,
we as composition instructors must model our engagement
with the multiple forms of literacy that constitute students’
lives.
24
25. Self-efficacy and Motivation
• For many students, the word revision has little impact. They
have written their draft and either they put everything they
had into it the first time and cannot possibly improve it or
they have always gotten good grades on their papers and
they do not need to revise.
• Teachers are finding that the attitude of students about
revision is affected by many things, but one very specific
influencing factor is the attitude of teachers about the
revision process.
25
26. Self-efficacy and Motivation
• Participant 1 says about revision that her students “hate
it. . . . I say revision, and they go, ‘Ugh’. You know, they’re
squeamish about it.”
• Participant 2 explains that she sees a change in students’
interest in revision that “I’m sure is a direct result of my
enthusiasm for it as well.” Acknowledging the importance of
revision and finding practical and comfortable ways to teach
it are practices that teachers of writing need to adopt
26
27. Teachers as Writers (NWP)
• Participant 1 acknowledges that “as a writer myself, it took
me a while to get to that point [practicing revision] . . . . And I
think the summer institute helped with that to some degree.”
As teachers evolve in their attitudes about revision, so do
their students.
• Participant 2 reflects, “I think certainly most everything that I
do about revision comes from a summer institute. Certainly
even the model of writing workshop . . . comes from what I’ve
experienced participating in multiple summer institutes.”
27
28. Teachers as Writers (NWP)
• From creating the norms for the writing groups to planning
how to effectively respond to others’ writing, teachers
continue to incorporate the NWP techniques into their
writing instruction.
• For students, the impact of the NWP is clear. They are
experiencing writing instruction in new ways. Because so
many teachers experience the summer institutes, more
students, according to Participant 2, “go through a number of
teachers who are writing project TC’s.” She also comments,
“As we have TC’s who are trained in the schools . . . there’s a
big change. I’ve noticed a shift in the last decade over how
students think about revision.”
28
29. Effects of Technology
• One of the most important purposes for using many digital
sites is for students to have an immediate audience. Teachers
seek out places to publish student writing, and the internet
provides a multitude of these. From track changes to digital
writing groups, student writers can receive feedback on their
documents and then revise for a new draft.
• When asked how often their students write in digital
environments, Participant 1 said, “Every day. Every class
day. . . .the Elmo and the internet and things to do research,”
and Participant 2 also says, “yeah, daily. . .We use email all
the time. We are constantly emailing each other.”
29
30. Effects of Technology
• Participant 1 states, “If we create the environment and give
them time . . . ultimately they become more sophisticated
users of technology and more sophisticated writers.” The use
of digital writing environments also has changed the students’
attitudes about revision. They are more motivated to revise
when they know they have an audience.
• Participant 2 says that her students are “much happier to
revise in a digital environment, and they’re much happier to
revise for digital publication.”
30
31. Acknowledgements
• Florida State University Office of Creativity
and Research, First Year Assistant Professor
Grant Program
• National Writing Project
31
32. Key References
• Applebee, A.N. (1981). Writing in the secondary school: English and the content areas. Urbana, IL: NCTE.
• Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth, NH. Heinemann.
• Bishop, W. (1999). Places to stand. College Composition and Communication. 51 (p. 14).
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