Purdue’s OWL: Online Writing Lab

TechTrends ◽  
2001 ◽  
Vol 45 (6) ◽  
pp. 53-54
Author(s):  
Joe Landsberger
Keyword(s):  
Online Writing

Linguistic Characteristics of Online Writing and Health Outcomes

2007 ◽  
Author(s):  
Barbara L. Carlozzi ◽  
Steven R. Harrist ◽  
Arthur R. McGovern ◽  
Tracey A. Ledoux
Keyword(s):  
Health Outcomes ◽  
Online Writing

Modeling Adolescents’ Online Writing Practices: the Sociolectometry of Non-Standard Writing on Social Media

2020 ◽  
Vol 87 (2) ◽  
pp. 173
Author(s):  
Lisa Hilte ◽  
Reinhild Vandekerckhove ◽  
Walter Daelemans
Keyword(s):  
Social Media ◽  
Online Writing ◽  
Writing Practices

Reimagining Process: Online Writing Archives and the Future of Writing Studies, by Kyle Jensen

2015 ◽  
Vol 3 (2) ◽  
pp. 73-77
Author(s):  
Stephanie Rae Larson ◽  
Keyword(s):  
Writing Studies ◽  
Online Writing ◽  
The Future

Learning to write in an online writing center: The effect of learning styles on the writing process

2014 ◽  
Vol 73 ◽  
pp. 60-71 ◽  
Author(s):  
Luuk Van Waes ◽  
Daphne van Weijen ◽  
Mariëlle Leijten
Keyword(s):  
Learning Styles ◽  
Writing Center ◽  
Writing Process ◽  
Online Writing

An analysis of engineering students' use of instructor feedback and an online writing tutorial during drafting and revision

2015 ◽  
Author(s):  
Necia Werner ◽  
Suguru Ishizaki ◽  
Stacie Rohrbach ◽  
Janel Miller ◽  
David Dzombak
Keyword(s):  
Engineering Students ◽  
Online Writing ◽  
Instructor Feedback

Affective digital presence: How to free online writing and drawing?

2021 ◽  
Vol 14 (2) ◽  
pp. 209-237 ◽  
Author(s):  
Francis Gilbert ◽  
Miranda Matthews
Keyword(s):  
Online Learning ◽  
Physical Space ◽  
Learning Spaces ◽  
Online Writing ◽  
Social Distancing ◽  
Emancipatory Learning ◽  
Online Experience

Online learning can be an alienating experience; students can feel their emotions are disregarded, marginalized or even viewed as hindrances as they try to motivate themselves to learn, staring at the dancing pixels of their illuminated screens. They feel at a remove from other students, trapped in other rooms, far away from them. The closeness of bodies in a shared physical space is raised as an absence. And yet, we contend in this article that connecting with affect in online learning spaces could build connectivity that counteracts the alienation of social distancing. Raw creative affective discourses can be challenging, and uncomfortable for others to take in but they are necessary online. We show that using non-digital practices such as drawing and writing freely, without inhibitions, can immeasurably enhance the online experience, giving a space for affect to be expressed in a safe but emancipatory learning architecture.

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