My post this week focused the importance of breaking the writing process down into manageable steps and building incentive in engaging in those steps by having students write from their own personal expertise and to a concrete, immediate audience. This writing process also hinged on modeling writing, both through previous students' final products, as well as mini models for each stage of the writing process.
Three things that stood out to me:
- I really appreciated curry's closing point about the importance of the effort to "make scaffolding transparent" throughout the writing process so that students, in turn, learn to scaffold self-sufficiently, which is a process-oriented thinking that can apply across disciplines. (I've always thought it would be cool to do a learning community between a comp class and a science class, linked through the idea of process-oriented critical thinking.) I find this so important when stressing to students why we are doing what we are doing and being very clear about how each step leads into another, as I tried to address in my video.
- As curry was going through the logistics of using Zoom (and Jim was doodling on screen), I thought it would be useful to use that "Annotate" function for peer review sessions. Usually, in f2f classes, I use anonymous excerpts from student drafts to prompt students to annotate them on the board in class to show what constructive criticism looks like, so the "annotate" function in Zoom seems a practical tool for migrating that exercise. And, as Katharine pointed out, it will be so useful to be able to archive these sessions so that students keep track of the stages of their writing process. I, too, am always met with the question, "What if I don't have my (fill in the blank)?" when I ask for them to submit their portfolios of work.
- Like Mary, I found Jim's point about using the "quiz as an interactive lecture" to be super useful in reframing how we think about both quizzes and lectures. By synthesizing the two into a question-based form of lecture, the students have to think critically and also learn the power of inquiry rather than just taking notes during a lecture. I really like this idea and will be thinking on how I could incorporate that practice into my own online classes in the future.
A Take-Away that I could use in class now:
Going back to peer review as part of the writing process, Jim mentioned that he has students “quote language from rubric in their feedback." I write out assignment-specific rubrics for each essay, but have never had students explicitly use the rubric or its language in their feedback, so I think this would be a great idea for pulling the prompt, rubric, and drafts together more tightly in that part of the process. I'm gonna do this for my next round of peer review. Thanks, Jim!