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Writing & technology
This document discusses using technology to support writing instruction in three key areas: feedback and assessment, collaborative writing, and teaching paraphrasing to avoid plagiarism. It provides examples of how instructors can use comment features in Word, track changes, screencasting, blogs, wikis, and other online tools to provide feedback and facilitate collaborative writing activities. The document also discusses challenges like ensuring feedback is clear and doesn't overwhelm students, organizing collaborative writing efforts, and using plagiarism detection software appropriately. Overall, it advocates leveraging technology to make feedback and writing more interactive, collaborative, and reflective of real-world writing tasks.
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Writing & technology
- 1. Writing & Technology CALL 4/1/13 slideshare.net/jwsmart
- 2. How can weuse technology? • Feedback/assessment • Collaborative writing • Writing as a social activity • Teaching paraphrasing/avoiding plagiarism
- 3. 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.
- 4. 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.
- 5. 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)
- 6. Computer-mediated feedback • Canuse 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)
- 7. 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.
- 8. Storch (2012): Collabwriting • 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.
- 9. 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
- 10. 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.”
- 11. Wiki resources (Elola & Oskoz, 2011 p. 205) • Pbwiki • Mediawikis • Wikispaces • Educational wikis • Wetpaint Wikis in Education
- 12. Kessler, 2012 • Social/publicnature 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.
- 13. Plagiarism/paraphrasing • Turnitin/WriteCheck (latterpaid “writing coach,” very controversial) • See article from USA Today “Plagiarism software WriteCheck troubles some educators”
- 14. Writing project • Plana 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 writing Prepare the activity using phases (as modeled in Elola & Oskoz) to share with the class on Wed.