Undraa Maamuujav, Jenell Krishnan, & Penelope Collins
Infographics are visual representations designed to present information, data, and knowledge quickly and clearly (Krauss, 2012). A writing curriculum that explicitly teaches writers how to develop infographics as an authentic method of planning their ideas and communicating them to an intended audience may hold unique affordances for their writing development.
By engaging students in developing infographics as a part of the writing process, teachers create an opportunity for students to compose within a legitimate, multimodal genre used in many public and private sectors.
Moreover, teaching students how to create infographics before they compose their full-text drafts places greater emphasis on effective communication and reinforces the value of planning—a behavior demonstrated among successful writers (Graham & Harris, 1994).
By Shakil Rabbi
This semester I have used an assignment in my first-year composition (FYC) classes that asks undergraduate students to digitally record a brief presentation of their essay outlines. I call this assignment a “Flash Presentation.” The activity provides students a way to use digital tools to improve their writing and thinking, two competencies listed in our university’s Student Learning Outcomes. It also allows me a way to give feedback to students early in the writing process (when they are formulating their ideas). Taken together, Flash Presentations help my students create deadlines for themselves early in the writing process and write more substantive, organized first drafts. Flash Presentations also help me offer just-in-time feedback on macro-level writing features, even before students begin drafting their essays. The better first drafts I receive also help me save some time typically dedicated to extensive feedback on full-text drafts.
Click here for a brief video I created for my students this term.
To explain this activity and how it fits into the writing process approach I take to FYC, in this post, I will first lay out the specifics of the assignment. I will talk about how I pivoted to a digital recorded format for the assignment because of the exigencies of online learning. I will then explain how the Flash Presentation activity helps students create deadlines for themselves early in the writing process. The fact that they have to present on the outline invites them to create better outlines and, in my opinion, better first drafts. I will end by discussing how moving this activity into a digital modality assessed asynchronously helps me provide better writing feedback.
By Jazmin Cruz
During Carol Jago's webinar "Writing Poetry to Read Poetry in Online Spaces", participants were invited to write a poem that reflects the changes in their daily lives during 2020. Using Quincy Troupe's poem, "Flying Kites" as a mentor text, our community of learners wrote their own poems. Pens to Pixels: A Collection of Poetry is a digital magazine we created using the free platform Madmagz.com.
By Jazmin Cruz
Integrating technology and writing can be challenging for students and teachers alike. Here are some strategies that may help!
By Jazmin Cruz
Students can be supported synchronously or asynchronously during online writing instruction in the following ways.
By Jiali Wang
The drafting process can be challenging for students and online instruction may make it even harder for teachers to monitor students’ drafting process. Padlet can help teachers support and monitor students’ process-based writing.
By Jacob Steiss
Given how important it is for students to assess their own progress as writers, many of us might be wondering how to facilitate this self-assessment during virtual or online instruction.
The “Lit and Tech” blog, written by @JenRoberts1, has made available an easy and insightful way to engage students in self-assessment using Google Forms. While the form has a number of important questions to engage students in focused self-reflection, the blog also allows you to make a copy of the form to modify for your own instructional needs. Find the form here.
By Jacob Steiss
Stanford History Education Group (SHEG) offers a number of free resources to help secondary history and literacy teachers improve students’ source-based analytical thinking, writing about sources, and reasoning about online texts. Here are THREE awesome resources for teachers