Finally, I see the “method to the madness.” We are writing to learn every week, and it is honestly helpful toward our goal of a final product. Here are some highlights from the readings:
Boyd: “Students emphasized the importance of reading their peers’ posts in a nonhostile environment in which all perspectives could be offered and therefore considered” (226). (Yes, this is one of the most helpful activities for us in ENL 630, and in an online course, it not only would be easy to implement, but a great way to ensure students are participating.)
Difference between “bulletin board” mentality and “conference” mentality. (Bulletin board students find the forums disjointed and unhelpful; conference students find the collaboration beneficial.)
Instructors must be sure to craft assignments clearly, provide lots of timely feedback, and compensate for the lack of face-to-face interaction.
Instructor must make his “reasoning” for the course clear.
G&H: “It would be naïve to assign writing only as a medium of learning or only as performance” (78). (Good writing does not happen overnight; it must be a slow process.)
Questionnaires are helpful for gauging levels of skill. (Beginning of term, midterm, end of term.)
Use of reflective journals, email discussion lists, study questions, reading notes, and concept papers can be combined in any number of varieties.
Writing for preparation. (This is a crucial step. Workshops, debates, etc., should be selected to get students thinking about their writing.)
Informal writing keeps students’ final goal in their heads. Keeps them focused and is a good method of preparation.
Finally, I see the “method to the madness.” We are writing to learn every week, and it is honestly helpful toward our goal of a final product. Here are some highlights from the readings:
Boyd: “Students emphasized the importance of reading their peers’ posts in a nonhostile environment in which all perspectives could be offered and therefore considered” (226). (Yes, this is one of the most helpful activities for us in ENL 630, and in an online course, it not only would be easy to implement, but a great way to ensure students are participating.)
Difference between “bulletin board” mentality and “conference” mentality. (Bulletin board students find the forums disjointed and unhelpful; conference students find the collaboration beneficial.)
Instructors must be sure to craft assignments clearly, provide lots of timely feedback, and compensate for the lack of face-to-face interaction.
Instructor must make his “reasoning” for the course clear.
G&H: “It would be naïve to assign writing only as a medium of learning or only as performance” (78). (Good writing does not happen overnight; it must be a slow process.)
Questionnaires are helpful for gauging levels of skill. (Beginning of term, midterm, end of term.)
Use of reflective journals, email discussion lists, study questions, reading notes, and concept papers can be combined in any number of varieties.
Writing for preparation. (This is a crucial step. Workshops, debates, etc., should be selected to get students thinking about their writing.)
Informal writing keeps students’ final goal in their heads. Keeps them focused and is a good method of preparation.