Using Asynchronous Tools Using Asynchronous Tools in Your Writing in Your Writing Class[room]Class[room]

Scott Warnock, PhDScott Warnock, PhDAssistant Professor of EnglishAssistant Professor of English

Director of the Freshman Writing ProgramDirector of the Freshman Writing ProgramCoordinator, Online Writing TeachersCoordinator, Online Writing Teachers

Drexel UniversityDrexel UniversityPhiladelphiaPhiladelphia

sjwarnock@drexel.edusjwarnock@drexel.edu March 2010March 2010

ObjectivesObjectives

Ideas that support the use of writing in Ideas that support the use of writing in these technological environmentsthese technological environments

Methods of using asynchronous Methods of using asynchronous writing toolswriting tools Two workshop activitiesTwo workshop activities

Grading and assessmentGrading and assessment Conversation: Please ask Conversation: Please ask

questions/make comments whenever questions/make comments whenever you likeyou like

Recurring themesRecurring themes

Writing and “conversational learning”Writing and “conversational learning” How can asynchronous tools work in the online How can asynchronous tools work in the online

writing environment?writing environment? Low-stakes writing and riskLow-stakes writing and risk

How can technology facilitate How can technology facilitate intellectual/creative risk-taking by students?intellectual/creative risk-taking by students?

AssessmentAssessment What good is all of this if we can’t grade it What good is all of this if we can’t grade it

effectively?effectively? How do I How do I not not be the bottleneck in the system?be the bottleneck in the system?

Asynchronous toolsAsynchronous tools

These types of writing tools can be a These types of writing tools can be a central part of a classcentral part of a class As opposed to synchronousAs opposed to synchronous

Message boards, blogs, wikisMessage boards, blogs, wikis We’ll focus on message boardsWe’ll focus on message boards

Easy-to-use for students and teachersEasy-to-use for students and teachers Pedagogical advantages in online Pedagogical advantages in online

writing environmentswriting environments

A step back into some A step back into some core writing/learning core writing/learning

principles…principles… ““Writing to learn”—premise and mantra of WACWriting to learn”—premise and mantra of WAC Elbow: RiskElbow: Risk Fulwiler: WAC journals can be rigorous while Fulwiler: WAC journals can be rigorous while

allowing for speculative and imaginative allowing for speculative and imaginative thinking thinking

Joseph Williams: Writers need written raw Joseph Williams: Writers need written raw material to diagnosematerial to diagnose their own writingtheir own writing

Britton: A writing course should be about writingBritton: A writing course should be about writing Freire: Teacher as coach, rather than purveyor Freire: Teacher as coach, rather than purveyor

of knowledgeof knowledge

… … and how they are given and how they are given form by asynchronous toolsform by asynchronous tools

Hanna: With well-structured use of boards your class Hanna: With well-structured use of boards your class becomes about having students “learn through becomes about having students “learn through dialogue”dialogue”

Collison et al.: Message board texts are a Collison et al.: Message board texts are a conversational exchange of writing that help “clarify conversational exchange of writing that help “clarify and extend the thinking” of our studentsand extend the thinking” of our students Initial posts may seem disjointed but can “be viewed as Initial posts may seem disjointed but can “be viewed as

essential experiments” with course design, interface, or how essential experiments” with course design, interface, or how their voices will “sound” online their voices will “sound” online

Seely Brown and Adler: Instead of “Cartesian premise Seely Brown and Adler: Instead of “Cartesian premise of ‘of ‘I think, therefore I am’ … ‘We participate, I think, therefore I am’ … ‘We participate, therefore we are’”therefore we are’”

Asynchronous forums provide us with ways to place Asynchronous forums provide us with ways to place student texts—and student texts—and thinkingthinking—at the center of a course—at the center of a course

Use of tools must fit into Use of tools must fit into your your pedagogical philosophy and pedagogical philosophy and

goals goals Ask yourself: What do I want to Ask yourself: What do I want to

accomplish in my class?accomplish in my class? MyMy primary purposes/goals primary purposes/goals

ConversationConversation WritingWriting

How can asynchronous How can asynchronous conversations, specifically message conversations, specifically message boards, help me achieve these boards, help me achieve these goals?goals?

How asynchronous tools How asynchronous tools contribute to my philosophy contribute to my philosophy

and goalsand goals ConversationConversation

Nuanced, written dialogueNuanced, written dialogue Give students time to think over complex Give students time to think over complex

pointspoints Allow students to think carefully about each Allow students to think carefully about each

other’s thoughtsother’s thoughts Allow for Allow for allall students to voice their thoughts students to voice their thoughts Allow me to see points of confusion, gaps, or Allow me to see points of confusion, gaps, or

moments of writerly brilliancemoments of writerly brilliance

How asynchronous tools How asynchronous tools contribute to my philosophy contribute to my philosophy

and goalsand goals WritingWriting

Practicing the skill of writing (20,000 words or Practicing the skill of writing (20,000 words or more)more)

Writing to learn the materialWriting to learn the material Negotiating multiple audiencesNegotiating multiple audiences Writing in a simulated, quasi-professional Writing in a simulated, quasi-professional

environmentenvironment Developing student authority (sources in Developing student authority (sources in

papers)papers)

Method/strategy Method/strategy for message boardsfor message boards

Create several open-ended prompts Create several open-ended prompts Students choose among these promptsStudents choose among these prompts

Initial posts due mid weekInitial posts due mid week Response posts due at the end of the weekResponse posts due at the end of the week Again, Again, conversationconversation is a primary goal is a primary goal

Don’t worry about being too cleverDon’t worry about being too clever Let the students roamLet the students roam Tip: Use teacher’s guides, friends, anything Tip: Use teacher’s guides, friends, anything

to generate promptsto generate prompts

Weekly Discussion OptionsWeekly Discussion Options

Clear expectationsClear expectations

Describe your expectations in great detailDescribe your expectations in great detail You will get what you ask forYou will get what you ask for

Do you want rules aboutDo you want rules about Mechanical correctness?Mechanical correctness? Conversation?Conversation? Length?Length? Evidence?Evidence? Depth?Depth? Multiple paragraphs?Multiple paragraphs?

If so, require these traitsIf so, require these traits You can always add new twists: “Peeps” this termYou can always add new twists: “Peeps” this term

Types of threadsTypes of threads

Thoughts and conversations about readingsThoughts and conversations about readings Hi everyone, Hi everyone,

Timpane makes the argument that we massively Timpane makes the argument that we massively downplay the effects of depression on our society. He downplay the effects of depression on our society. He describes the results by using a slew of statistics. describes the results by using a slew of statistics.

Do you agree that mental health disorders are an out-of-Do you agree that mental health disorders are an out-of-bounds topic in many aspects of our culture? Why? bounds topic in many aspects of our culture? Why? Be good to yourselves, Be good to yourselves, Prof. WarnockProf. Warnock

Folks,Folks,Simple question: What did you think of Kennedy’s Simple question: What did you think of Kennedy’s address?address?Let us know,Let us know,Prof. Warnock Prof. Warnock

Types of threadsTypes of threads

Writing introspection/metawriting threadsWriting introspection/metawriting threads Hi everyone, Hi everyone,

As you now know, essay #1 was designed to challenge As you now know, essay #1 was designed to challenge you. Cutting is one of the most difficult parts of writing, you. Cutting is one of the most difficult parts of writing, which is perhaps why the most ruthless editors of their which is perhaps why the most ruthless editors of their own writing are often also the most successful writers.own writing are often also the most successful writers.

Tell us some of your experiences--your woes and Tell us some of your experiences--your woes and triumphs--working through the process of essay #1. triumphs--working through the process of essay #1. What did you learn? What specific strategies did you What did you learn? What specific strategies did you use to reduce your word count? Why was this so use to reduce your word count? Why was this so difficult? How much do you now hate your professor? difficult? How much do you now hate your professor? I have thick skin, I have thick skin, Prof. Warnock Prof. Warnock

Types of threadsTypes of threads

““Minute paper”: What don’t they know?Minute paper”: What don’t they know? Paper topic discussionsPaper topic discussions Peer reviewsPeer reviews Self-editing of postsSelf-editing of posts Favorite postsFavorite posts Stances on controversial issues Stances on controversial issues Course lessons (e.g., logic, plot summary)Course lessons (e.g., logic, plot summary) ““Tricks of the trade”Tricks of the trade” ClassClass introspection threads introspection threads Questions about assignmentsQuestions about assignments Student-generated topicsStudent-generated topics

Types of threadsTypes of threads

Pose questions, find areas of confusionPose questions, find areas of confusion Students evaluate/edit their own posts and create a Students evaluate/edit their own posts and create a

portfolioportfolio Writing “puzzles”Writing “puzzles” Using groupsUsing groups The provoker:The provoker:

Dear students in English 902,Dear students in English 902,I’m tired of hearing everyone complain about the cost of I’m tired of hearing everyone complain about the cost of college. Considering how much people benefit earnings-wise college. Considering how much people benefit earnings-wise over the course of their lifetime based upon the degree they over the course of their lifetime based upon the degree they have earned (see http://www.acinet.org/acinet), college have earned (see http://www.acinet.org/acinet), college probably should cost MORE money.probably should cost MORE money.Yep, that’s what I think,Yep, that’s what I think,Dr. LogoethoDr. Logoetho

Workshop activity #1: Workshop activity #1: Create promptsCreate prompts

Based on this editorial, let’s create Based on this editorial, let’s create several different types of prompts:several different types of prompts: ““Straight up” prompt about the textStraight up” prompt about the text Reader response-type prompt using text Reader response-type prompt using text

to discuss “the” argumentative issueto discuss “the” argumentative issue Writing-based thread: Get them to think Writing-based thread: Get them to think

about the writing strategy used by the about the writing strategy used by the piece (indeed, a writing text might help)piece (indeed, a writing text might help)

Clever “alter ego”Clever “alter ego”

Moderating: Moderating: Instructor involvementInstructor involvement

Do you have to read every word of every Do you have to read every word of every post?post? Remember your rationale/goalsRemember your rationale/goals ““Just right”: a quarter of posts by meJust right”: a quarter of posts by me Don’t be the bottleneck!Don’t be the bottleneck!

Reply strategyReply strategy Post occasional short messages within threadsPost occasional short messages within threads

Forum environment enables opennessForum environment enables openness Sustain the dialogue with additional questions or Sustain the dialogue with additional questions or

refinementsrefinements Tip: Keep Word file open for notesTip: Keep Word file open for notes

Roles (from Collison et al.)Roles (from Collison et al.)

Generative guideGenerative guide: Provide a spectrum of positions : Provide a spectrum of positions to indicate different avenues of questioningto indicate different avenues of questioning

Conceptual facilitatorConceptual facilitator: Somewhat like a lecturer, : Somewhat like a lecturer, but build not just from course texts but from postsbut build not just from course texts but from posts

Reflective guideReflective guide: Re-state, with different : Re-state, with different emphasis, elements of student postsemphasis, elements of student posts

Personal musePersonal muse: Offer personal insight: Offer personal insight MediatorMediator: Uncover students’ unstated reasons for : Uncover students’ unstated reasons for

their commentstheir comments Role playRole play: Take on the role of different : Take on the role of different

characters/voicescharacters/voices

Workshop activity #2: Workshop activity #2: ModerateModerate

Working from this brief sample discussion in which students were Working from this brief sample discussion in which students were discussing revision, try out the roles (they’re reproduced at the discussing revision, try out the roles (they’re reproduced at the bottom) in creating sample moderator posts that you might post bottom) in creating sample moderator posts that you might post to this conversationto this conversation

My initial promptMy initial prompt Hi all,Hi all,

We are looking at/reading about revision this week.We are looking at/reading about revision this week.

Perhaps you could talk more about your own writing process (and Perhaps you could talk more about your own writing process (and maybe even some obstacles you’ve encountered along the way): What maybe even some obstacles you’ve encountered along the way): What things do you find in the Sommers and Berkenkotter articles, the Andy things do you find in the Sommers and Berkenkotter articles, the Andy Reid drafts, the A&B, or the Brief that are similar to or different from Reid drafts, the A&B, or the Brief that are similar to or different from what you do?what you do?

Also, perhaps you could talk about your writing training thus far, Also, perhaps you could talk about your writing training thus far, especially in terms of revision and process. especially in terms of revision and process. Looking forward to hearing your side,Looking forward to hearing your side,Prof. Warnock Prof. Warnock

But…evaluation?But…evaluation? How do you introduce these activities How do you introduce these activities

without adding a tremendous without adding a tremendous grading burden?grading burden?

How much “writing” do you have to How much “writing” do you have to know to “evaluate” writing?know to “evaluate” writing?

Can you achieve “coverage” while Can you achieve “coverage” while still meeting these goals?still meeting these goals?

Instructor Instructor involvement/evaluationinvolvement/evaluation

Informal writing/HLC/ELC can become significant Informal writing/HLC/ELC can become significant (25% to even 40%) of course grade(25% to even 40%) of course grade

Evaluation Evaluation Primary posts: “Substantive mini-essays” Primary posts: “Substantive mini-essays”

Detailed: 125 wordsDetailed: 125 words Essays: Multiple paragraphsEssays: Multiple paragraphs Semiformal (some attention to grammar/mechanics)Semiformal (some attention to grammar/mechanics) Referenced Referenced Courteous: No flamingCourteous: No flaming

10-point/5-point grading scale10-point/5-point grading scale Weekly total/holistic gradeWeekly total/holistic grade Grades as form of constructive communicationGrades as form of constructive communication

Evaluating (not always Evaluating (not always grading) grading) student writingstudent writing

What is your assignment What is your assignment goalgoal?? Take the pressure off: Even experienced, Take the pressure off: Even experienced,

dedicated, talented writing instructors can’t dedicated, talented writing instructors can’t address everything—nor is that productive.address everything—nor is that productive.

““Uh oh, I don’t know how to fix grammer (or spell Uh oh, I don’t know how to fix grammer (or spell it).” Now what?it).” Now what?

Focus on macro issuesFocus on macro issues Alternative approaches to evaluating this type of Alternative approaches to evaluating this type of

writing writing Key strengths and weaknesses (remember goals) Key strengths and weaknesses (remember goals) Portfolios: They can self-assessPortfolios: They can self-assess Peer reviewPeer review Student evaluation-type posts Student evaluation-type posts

EvaluationEvaluation Use the technologyUse the technology Use the students—especially in the Use the students—especially in the

technological environmenttechnological environment Don’t be the bottleneck in the Don’t be the bottleneck in the

system!system!

QuestionsQuestions

Let’s keep the conversation going: Let’s keep the conversation going: sjwarnock@drexel.edusjwarnock@drexel.edu

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