2. How can we use 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
• 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)
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): 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.
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/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.
14. 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 writing
Prepare the activity using phases (as modeled in
Elola & Oskoz) to share with the class on Wed.
