Complicating Communication in Computer Mediate Environments

2010 ◽  
pp. 202-219
Author(s):  
Brittany Cottrill
Keyword(s):  
Public University ◽  
Student Writing ◽  
First Year ◽  
Writing Classroom ◽  
First Year Writing ◽  
Computers And Writing ◽  
Computer Mediated ◽  
Composition I

Building on the research produced by early and current computers and writing scholars, this chapter will look at the results of an analysis of both virtual- and classroom-based texts produced by nine first-year writers, five from composition I and four from composition II courses at a mid-sized, Midwestern, public university. The research included in this chapter explores the results of how blogging affected student writing in the first-year writing classroom. Specifically, this chapter focuses on the results of this study in relation to the explicit and implicit textual signals and how these textual signals complicate communication in computer mediated environments.

The Ethics of Teacher Responses to Translingual Student Writing

2021 ◽  
pp. 27-38
Author(s):  
Lauren M. Connolly
Keyword(s):  
Student Writing ◽  
First Year ◽  
First Year Writing ◽  
History Of ◽  
English Speaking ◽  
Native English Speaking ◽  
Teacher Responses

This chapter will discuss the history of instructor comments in first-year writing and consider the differences in commenting for translingual students, native English-speaking students, as well as students from various language backgrounds and experiences. The goal is to consider ways beyond simply pointing out errors in students' writing and consider the rhetorical appropriateness of the students' texts and how instructors can provide comments to students to maintain the integrity of students' language backgrounds.

Pedagogical Interventions in the First-Year Writing Classroom for First-Generation College Students

2018 ◽  
pp. 153-173
Author(s):  
Jessica Rae Jorgenson Borchert
Keyword(s):  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
First Year ◽  
Writing Classroom ◽  
Trio Programs ◽  
First Year Writing ◽  
Pedagogical Interventions ◽  
First Generation College ◽  
Writing Genres

This chapter discusses ways of engaging first-generation college students in the first-year writing classroom. Many interventions exist for helping first-generation college students adjust to and thrive in academic life, such as TRIO programs. This chapter focuses on how instructors in writing classrooms can create pedagogical interventions to encourage and engage these students in academic discourse. To better understand how the pedagogical interventions were received, the author studied contemporary research on multiple ways of engaging first-generation college students in the first-year writing classroom. Along with this research, the author also collected data from students that identified what activities and assignments most engaged them and what they learned from those assignments. From this data and outside research, the author determined three main pedagogical interventions to help first-generation college students succeed, such as peer review groups, creating empathetic spaces, and assigning empathetic writing genres.

scholarly journals Productive Uncertainty and Postpedagogical Practice in First-Year Writing

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Megan McIntyre
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Processes ◽  
First Year ◽  
Writing Classroom ◽  
First Year Writing ◽  
Writing Assignments ◽  
New Approaches ◽  
Composing Processes ◽  
Writing Assignment

To succeed beyond the writing classroom, students need creative thinking and adaptable, transferable writing and learning strategies, both of which are emphasized by a classroom approach called “postpedagogy.” Postpedagogy emphasizes experimentation and reflection as integral to composing processes, especially digital composing. One feature of postpedagogical classrooms is writing assignments that require students to make a broader range of rhetorical choices and experiment with new approaches, audiences, mediums, and/or technologies. I offer my “definitional text” assignment as an example of one such writing assignment. Though the experimentation encouraged by postpedagogical approaches may lead to initial failures and frustration, such failure can be made productive via intensive, sustained, and specific reflection on composing and learning processes.

scholarly journals Students as fan, or Reinvention and repurposing in first-year writing classrooms

2021 ◽  
Vol 35 ◽  
Author(s):  
Keshia Mcclantoc
Keyword(s):  
Composition Studies ◽  
Student Writing ◽  
First Year ◽  
Fan Fiction ◽  
First Year Writing

I performed a study of two first-year writing classrooms and their interactions that used a fan fiction–based pedagogy. Rather than using fan fiction as class texts, this pedagogy used the fan fiction practices of reinventing and repurposing to help students better understand themselves and their community. This was done to position the students as fans themselves. Students were challenged to act as a fan would as they moved through myriad overlapping fan fiction and composition studies practices. I include descriptions of major assignments, examples of student writing, and reflections on both the successes and struggles within this classroom.

The Digital-Forward Writing Course

2022 ◽  
pp. 272-288
Author(s):  
Robert S. Kadel ◽  
Myk Garn ◽  
Karen K. Vignare
Keyword(s):  
Composition Courses ◽  
Student Writing ◽  
First Year ◽  
Instructional Designers ◽  
First Year Writing ◽  
Pedagogical Strategies ◽  
Traditional Course ◽  
Writing Course ◽  
Broad Variation ◽  
Writing Instructors

First-year writing and composition courses can be major roadblocks for students as their success in later courses often hinges on their abilities to construct a quality written document. Students enter composition courses with broad variation in their abilities and yet must all meet the same standards of completion. In order to address this inequity, greater opportunities for writing and in receiving feedback are paramount. Yet such opportunities would place a high burden on writing instructors in a traditional course. This chapter proposes the digital-forward writing course that draws on a combination of a number of digital tools and pedagogical strategies that can increase writing opportunities while maintaining or even reducing instructors' time commitment. This information is drawn from a workshop held in 2020 that asked writing instructors, instructional designers, developers, and other educators to ideate on meeting the challenges of the entire student writing journey. Specific tools and a discussion of the value of adaptive courseware are included.

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