Teaching Students to Use EasyWriter on Their Own
Overview
Premise
A writing course cannot teach all of writing; it seeks to give students a set of skills they can continue to grow and apply going forward. One key skill for writers is to know when they need advice and help, and how to find reliable help, help they trust and know how to use. A handbook is meant to be part of that help structure, by a writer's side to consult as needed, often in the wee small hours of the morning, when roommates sleep, writing centers slumber, and teachers dream of well-wrought essays arriving in the morning's drop box. But for that to work, for writers to use the handbook on their own as their growth continues (and it's life-long, no one is ever done learning how to write), they need to be taught when to turn to handbook and how to consider and then apply its advice. But you know what? Teaching writers that is not only fun, it can really help your course to do better what you want it to do.
A writing course cannot teach all of writing; it seeks to give students a set of skills they can continue to grow and apply going forward. One key skill for writers is to know when they need advice and help, and how to find reliable help, help they trust and know how to use. A handbook is meant to be part of that help structure, by a writer's side to consult as needed, often in the wee small hours of the morning, when roommates sleep, writing centers slumber, and teachers dream of well-wrought essays arriving in the morning's drop box. But for that to work, for writers to use the handbook on their own as their growth continues (and it's life-long, no one is ever done learning how to write), they need to be taught when to turn to handbook and how to consider and then apply its advice. But you know what? Teaching writers that is not only fun, it can really help your course to do better what you want it to do.
. . .
Resources
Andrea A. Lunsford and Easy Writer
The table of contents for Teaching with Lunsford Handbooks -- for an overview of teaching ideas the book covers.
Crib ideas too from Teaching with Hacker Handbooks -- some will be similar, some will differ, but the principles are the same as Teaching with Lunsford Handbooks.
Bits Blog Handbook teaching tips -- most from Barclay Barrios -- short, sweet, fun, and eclectic are his contributions. Worth the visit just to read a few.
Andrea A. Lunsford on Digital Literacy Myths
Transfer and Teaching
James Lang on Transfer
"Why Don't They Apply What They Learned, Part I" and Part II
Paul Krebs "Next Time, Fail Better."
Daniel Willingham, "Why Transfer is Hard." -- from his collection of online articles on how students learn at http://www.danielwillingham.com/articles.html
"Why Don't They Apply What They Learned, Part I" and Part II
Paul Krebs "Next Time, Fail Better."
Daniel Willingham, "Why Transfer is Hard." -- from his collection of online articles on how students learn at http://www.danielwillingham.com/articles.html
"Start Where Your Students Are." and "Know Where Your Students are Going," chapters 1 and 2 from Never Work Harder than Your Students & Other Principles of Great Teaching by Robyn R. Jackson.
For Natalie -- notes on teaching an online writing course
Handout on turning essay into list of sentences: http://cbwshare.wordpress.com/2014/02/ Scroll down to entry by Nick Carbone
MultiModal Composition
from Bedford/St. Martin's
ix visualizing composition 2.0, 2e by Cheryl Ball and Kristin Arola
Writer/Designer: A Guide to Making Multimodal Projects by Kristin L. Arola, Jennifer Sheppard, and Cheryl E. Ball. (see citation below from authors in Hybrid Pedagogy for theoretical framework that informs this book.)
Integrating Multimodality into Your Teaching by Danielle Nicole DeVoss, Michigan State
From Other Good Places:
TheJUMP: The Journal for Undergraduate Multimedia Projects, edited by Justin HodgsonKairos, A Journal of Rhetoric, Technology, and Pedagogy, edited by Cheryl E. Ball
Arola, Kristin; Sheppard, Jennifer, & Ball, Cheryl E. (2014, Jan. 10). Multimodality as a frame for individual and institutional change. Hybrid Pedagogy. Retrieved from http://www.hybridpedagogy.com/journal/multimodality-frame-individual-institutional-change/
A Pedagogy of Multi-Literacies: Concepts of Design, from The New London Group
Speaking with Students: Profiles in Digital Pedagogy interviews by Virginia Kuhn
Because Digital Writing Matters by Danielle Nicole DeVoss, Elyse Eidman-Aadahl, and Troy Hicks
Digital Archive of Literacy Narratives -- OSU English and DMAC
Special Issue: Making the Implicit Explicit in Assessing Multimodal Composition, Technical Communication Quarterly, Volume 21, Issue 1, 2012, edited by Susan M. Katz and Lee Odell
Assessing Multimodal Compositions. Kent State Writing Program
McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web. http://ccdigitalpress.org/dwae/
Journet, Debra, Cheryl Ball, and Ryan Trauman, Eds. The New Work of Composing. Logan, UT: Computers and Composition Digital P/Utah State UP, 2012. Web. http://ccdigitalpress.org/nwc
Borton, Sonya C., Brian Huot. "Responding and Assessing." Multimodal Composition: Resources for Teachers. Ed. Cynthia L. Selfe. Cresskill: Hampton Press, Inc., 2007. 99-111. (Word Doc)
"Ideological Foundations of Formative and Summative Assessment Processes in English 303: Visual Rhetoric and Document Design," by Kristen Dayle Welch, Longwood University -- a well-done conference paper account of one teacher's assessment choices for multimodal assignments used in her course.
Digital Archive of Literacy Narratives -- OSU English and DMAC
Special Issue: Making the Implicit Explicit in Assessing Multimodal Composition, Technical Communication Quarterly, Volume 21, Issue 1, 2012, edited by Susan M. Katz and Lee Odell
Assessing Multimodal Compositions. Kent State Writing Program
McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web. http://ccdigitalpress.org/dwae/
Journet, Debra, Cheryl Ball, and Ryan Trauman, Eds. The New Work of Composing. Logan, UT: Computers and Composition Digital P/Utah State UP, 2012. Web. http://ccdigitalpress.org/nwc
Borton, Sonya C., Brian Huot. "Responding and Assessing." Multimodal Composition: Resources for Teachers. Ed. Cynthia L. Selfe. Cresskill: Hampton Press, Inc., 2007. 99-111. (Word Doc)
"Ideological Foundations of Formative and Summative Assessment Processes in English 303: Visual Rhetoric and Document Design," by Kristen Dayle Welch, Longwood University -- a well-done conference paper account of one teacher's assessment choices for multimodal assignments used in her course.
