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The Online Writing Conference: A Guide for Teachers and Tutors
First Edition©2015 Beth Hewett
More writing courses than ever are being taught online, and effective online writing instruction requires teachers to communicate deliberately and clearly in order to have productive relationships with their students. In The Online Writing Conference: A Guide for Teachers and Tutors, former chair of the CCCC Committee for Effective Practices in Online Writing Instruction Beth L. Hewett articulates the how and why of one-to-one online writing conference pedagogy. Complete with an instructor’s study guide and informed by the principles set forth in the CCCC Position Statement of Principles and Example Effective Practices for OWI, her updated text provides examples and transcripts of synchronous and asynchronous instructor-student interaction, targeted lessons, and conferencing action plans that help instructors hone their pedagogical practice, from formatting comments to showing regard for students.
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Learn MoreTable of Contents
Introduction1. Benefits of Online Teacher/Tutor ConferencingWhat an Online Conference IsWho Conferences Online and WhyWhen and Why Conferencing Online HelpsWhy Conferencing Online Is Hard to Do Well2. Practical MattersThe Nature of the Writing ConferenceWriting Conference CharacteristicsIdentify the Strengths of the Tools3. Establishing TrustCreating the Learning EnvironmentSetting Instructional ExpectationsHelping Students to Set Agendas and Make ChoicesConnecting with StudentsCaring for StudentsLetting Students Care for Us4. Theories for Writing Response in Online SettingsResponding to WritingExpressivism and OWISocial Construction and OWIPostprocess and OWIEclectic Approaches and OWI5. First Steps for Writing Response in Online SettingsKnow What You Are Talking AboutUse Vocabulary Specific to Writing InstructionWrite at the Student’s LevelChoose Desired OutcomesWriting Problem-Centered Lessons and Next Steps6. The Orneriness of LanguageWhat Students Say They Need in Conference-Based CommentaryDirect and Indirect Speech"I’ve Got a Secret" (Direct and Indirect Commentary)7. Using What WorksEngagementWhere to CommentToo Much and Too Little CommentingModeling by Proofing and EditingAddressing Sensitive Issues8. Ensuring Effective ConferencesLearning from Student ProgressInstructional RubricsInteractive JournalsSpontaneous or Scheduled ChatsMidterm and End-of-Term SurveysSelf-AuditsPostscript: Toward a Theory of Conference-Based Teaching: 2015 UpdateAppendix 1: A Study of Online Writing Instructor PerceptionsAppendix 2: Direct and Indirect Speech in Writing Response:What, Why, HowAppendix 3: Instructor’s Study GuideWORKS CITEDINDEX
Beth Hewett
Beth L. Hewett has been a leader in the Conference on College Composition and Communication (CCCC) Committee for Effective Practices in Online Writing Instruction. A college-level writing instructor for more than thirty years, Beth is the author, coauthor, and editor/coeditor of multiple articles and books, to include Foundational Practices of Online Writing Instruction, Preparing Educators for Online Writing Instruction: Principles and Practices, Virtual Collaborative Writing in the Workplace: Computer-Mediated Communication Technologies and Practices, and Technology and English Studies: Innovative Professional Paths. Beyond online writing instruction, Beth’s interests include using digital technologies to understand the characteristics of college-level writing, the public rhetoric of eulogies, and practical connections between postsecondary writing and the world-at-large.
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