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Online and Face-to-Face: Using Online Conferencing Strategies to Improve Writing Instruction (On Demand)

Non-Member Price: $99.00

NCTE Member Price: $49.00

Presenter(s): Beth Hewett

This Web seminar recording includes all audio, video, chat discussion, and actions from the Live presentation.

Access to the recording is available in your Digital Locker after purchase.

Level(s): Secondary, College

Description

Teachers in both online and face-to-face learning environments are always looking for ways to improve their students’ writing. However, they often don’t have time to focus on changing and improving their teaching with respect to contemporary students’ changing needs. Today’s instructors need multiple opportunities to reconsider their teaching strategies, as well as the encouragement and empowerment to try different methods.

One kind of instruction that would benefit from rethinking is the teaching that can—but often does not—inform their response to student writing. Contemporary theory has long advocated a hands-off stance for tutors and has not provided sufficiently new strategies for teachers. Unfortunately, a powerful text-based means for instruction is lost in commentary that tends to be one-sided and often meaningless to students; specific problem-centered instruction and potential for dialogue with students are untapped.

In this web seminar, Beth L. Hewett, author of The Online Writing Conference: A Guide for Teachers and Tutors and co-author of Preparing Educators for Online Writing Instruction: Principles and Processes, will share and demonstrate five key asynchronous conferencing strategies that some online instructors are finding to be foundational for changing their comments and textual interactions with students. These strategies are being adopted by online instructors across the country and used in both online and face-to-face tutoring and teaching venues.

Web seminar attendees interested in trying new essay commenting strategies will gain an enhanced understanding  of how text-based comments can become dynamic instructional tools for helping student writers to revise for significant changes from draft to draft. Takeaways include:

  • An understanding of how contemporary theories of writing instruction can stall the use of dynamic instruction-based essay commentary.
  • A demonstration and explanation of five key strategies that teachers can use to guide students in improving their writing in meaning-focused ways.
  • A set of examples and an opportunity to practice the new skills before the web seminar.
  • An opportunity to ask questions based on participants’ own skills and practical concerns based on their instructional settings and experiences.
  • A set of resources for practicing and improving their own essay commentary. 

This On Demand web seminar is appropriate for teachers and tutors in online and face-to-face settings. The material is helpful also to teachers who provide much of their essay commentary through digital media including email.

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