Category: Publications
The NWP Studio Model: Growing Writers And Teachers Of Writing
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Chapter in Innovative Developments in Writing Studio Practice forthcoming in 2015 from Hampton Press For 40 years, the mission of the National Writing Project (NWP) has been to improve the teaching of writing. Nearly 200 NWP sites located on college campuses across the United States work with educators from primary through postsecondary on this…
Read MoreMaking Writers in a National Writing Project Invitational Summer Institute
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Kentucky English Bulletin, Spring 2014, Vol 63, No. 2, pgs. 50-59 These findings support the idea that working in a learning community focused on writing has a long-term, positive effect on writers by decreasing writing apprehension; attending to the sources of writing self-efficacy; and fostering self-regulation. The results of this study provide support for…
Read More(BEG)ging the Question: Using Online Tools to Support Writing Feedback
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With Alison Hruby and Brandie Trent Kentucky English Bulletin, Spring 2014, Vol 63, No. 2, pgs. 30-36 Effective writing feedback is an essential part of writing development. Without effective feedback, students do not engage in the “substantive self-assessment and revision” necessary to their growth and development as writers (Beach and Friedrich 231). Effective feedback is…
Read MoreReview: Agents of Integration: Understanding Transfer as a Rhetorical Act
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In Agents of Integration: Understanding Transfer as a Rhetorical Act, a new addition to the Studies in Writing and Rhetoric series by Southern Illinois University Press, Rebecca S. Nowacek addresses one of the greatest challenges facing education: how and why and when students connect and apply learning from one context to another. The issue is…
Read MoreWriting Self-Efficacy and Written Communication Skills
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Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that despite years of writing…
Read MoreCases on 3D Technology Application and Integration in Education
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Editorial Advisory Board, 2012 Check some additional resources – SecurityInfo here about security information. Download instantly and listen to your favorite audio books offline when you visit playster.com/audiobooks
Read MoreGuest Post: Putting the joy back into teaching and writing and teaching writing
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Guest post on Dr. Lee Skallerup’s College Ready Writing blog on Insider Higher Ed: Putting the joy back into teaching and writing and teaching writing
Read MoreDigital Connections and Learning Styles
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Written with Julie Davis and Letitia Harding (chapter in The Handbook of Research on Virtual Environments for Corporate Education and Employee Learning edited by William Ritke-Jones), published Spring 2010 Online or e-learning is increasingly becoming an integral part of education and training programs both in the academic world and in industry. This chapter includes a study…
Read MoreThe Need for Rules: Determining the Usability of Adding Audio to the MOO
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With Lora Arduser, Julie Davis, Rob Evans, Christine Hubbell, Cheri Mullins and Chris Ryan. Computers and Composition, 28 (2011). This usability study assesses the impact on user experience when audio is added to a text-based MOO classroom in a large distance learning Ph.D. program. We found that the addition of audio to this text-based, synchronous…
Read MoreA Study of Writing Self-Efficacy in Adults
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Given the powerful influence writing self-efficacy exerts over writing performance, it is essential we increase our understanding of writing self-efficacy and its sources. As writing is now understood to be a social act, it is also important that we specficially look at writing self-efficacy sources that are socially influenced. This study focuses on the impact…
Read MoreCollaboration in the Composition Classroom
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Study examining the collaboration of three composition instructors using shared assignments, rubrics, and assessment procedures in a first-year writing program at a state university. The findings indicate the benefits of collaboration to the instructors extend beyond what was learned from the assessment procedure. Academic Exchange Quarterly, Winter 2009 (30% acceptance rate)
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