Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces
Edited by Amy Cicchino and Troy Hicks
Copy edited by Don Donahue. Designed by Mike Palmquist.
Featuring a range of better practices related to online writing instruction (OWI) and assessment, this edited collection offers instructors and writing program administrators theoretically grounded approaches from teacher-scholars of online writing. First, the contributors highlight what instructors have been doing in online and hybrid writing classrooms, pointing to innovative theoretical trends in the scholarship of online writing studies and related position statements. Second, they provide access to instructional materials that can be immediately adapted for local contexts, offering a starting point for enacting better practices in OWI. Third, they offer writing program administrators useful perspectives on professional development and curriculum design. Better Practices expands the conversation about online learning and writing studies, providing an opening for educators to come together to explore what it means to teach writing in ways that involve online real-time, online anytime, and hybrid writing courses.
Table of Contents
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Foreword, Miranda Egger and Scott Warnock
DOI: 10.37514/PER-B.2024.2241.1.2
Introduction, Amy Cicchino and Troy Hicks
DOI: 10.37514/PER-B.2024.2241.1.3
Chapter 1. Using Push Notifications to Establish Teacher Presence in Hybrid/Online Courses, Theresa (Tess) Evans and A.J. Rivera
DOI: 10.37514/PER-B.2024.2241.2.01
Chapter 2. Using Structural Examples to Promote Creativity and Engagement, Brielle Campos and Candie Moonshower
DOI: 10.37514/PER-B.2024.2241.2.02
Chapter 3. Peer Review in Online, Real-Time Learning Environments, Meghalee Das and Michael J. Faris
DOI: 10.37514/PER-B.2024.2241.2.03
Chapter 4. Scaffolding for Collaboration and Multimodal Assignments, Ashleah Wimberly, Amanda Ayers, Amory Orchard, and Michael Neal
DOI: 10.37514/PER-B.2024.2241.2.04
Chapter 5. Annotation and Rhetorical Analysis with Discussions Hosted in Flip, Ana Contreras and Troy Hicks
DOI: 10.37514/PER-B.2024.2241.2.05
Chapter 6. Teaching Textual Analysis through Collaborative, Online Annotation, Valeria Tsygankova and Vanessa Guida Mesina
DOI: 10.37514/PER-B.2024.2241.2.06
Chapter 7. #WriteTeachChat: Social Media for Writing to Learn and Learning to Write, Jessica Eagle, Michelle Falter, and Caitlin Donovan
DOI: 10.37514/PER-B.2024.2241.2.07
Chapter 8. Fishing for Online Engagement, Ingrid K. Bowman and Briana Westmacott
DOI: 10.37514/PER-B.2024.2241.2.08
Chapter 9. Cripping Writing Processes: Composing (Neuro)Divergently, Ada Hubrig and Anna Barritt
DOI: 10.37514/PER-B.2024.2241.2.09
Chapter 10. Creating Cultural Awareness, Building Community: Encouraging Student Writer Identity Through Purposeful Assignment Design, Jennifer Burke Reifman and Jessie Borgman
DOI: 10.37514/PER-B.2024.2241.2.10
Chapter 11. Promoting Social Justice through Multimodal Composition in the Hybrid Writing Classroom, Syndee Wood and Mary K. Stewart
DOI: 10.37514/PER-B.2024.2241.2.11
Chapter 12. Open-Media Assignment Design to Address Access and Accessibility in Online Multimodal Composition, Amory Orchard, Michael Neal, Ashleah Wimberly, and Amanda Ayers
DOI: 10.37514/PER-B.2024.2241.2.12
Chapter 13. Accessible Multimodal Social Media Projects, Alex Wulff, Christina Branson, and Cecilia Ragland Perry
DOI: 10.37514/PER-B.2024.2241.2.13
Chapter 14. Reflective Learning in Data Storytelling, Christopher E. Etheridge and Heidi Skurat Harris
DOI: 10.37514/PER-B.2024.2241.2.14
Chapter 15. Retooling Decision-Making in A/Synchronous Online Literacy Instruction, A. Chase Mitchell and Rich Rice
DOI: 10.37514/PER-B.2024.2241.2.15
Chapter 16. Iterative Processes for All: Rewards and Risks in Contract Grading, Shawn Bowers and Jennifer Smith Daniel
DOI: 10.37514/PER-B.2024.2241.2.16
Chapter 17. The Radical Equity of Grading Contracts in Online Writing Courses, Kevin E. DePew and Kole Matheson
DOI: 10.37514/PER-B.2024.2241.2.17
Chapter 18. Learning to Unlearn: Grading Contracts in the Online Classroom, Michelle Stuckey and Gabriella Wilson
DOI: 10.37514/PER-B.2024.2241.2.18
Chapter 19. Dialogic Assessment Agreements: A New Genre For Building Trust and Mitigating Risk in Online Writing Instruction, Kate Pantelides, Samira Grayson, and Erica Stone
DOI: 10.37514/PER-B.2024.2241.2.19
Appendix. Alignment Between Better Practice Chapters and National Position Statements
About the Editors
Amy Cicchino is Associate Director for the Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University in Daytona Beach, Florida. Her work has appeared in WPA: Writing Program Administration, Journal of Faculty Development, Writing Spaces, International Journal of ePortfolio, and a number of edited collections. She is passionate about educator professional development, high-impact practices, and digitally enhanced writing instruction.
Troy Hicks is Professor of English and Education at Central Michigan University, where he currently serves as Chair of the Department of Teacher and Special Education. He has won numerous awards and honors, including the Divergent Award for Excellence for Initiative for 21st Century Literacies Research, Teacher Educator of the Year from the Michigan Reading Association, and CMU’s Excellence in Teaching Award. His books on digital teaching and learning include Mindful Teaching with Technology (Guilford Press), Creating Confident Writers (W. W. Norton), and Ask, Explore, Write! (Routledge). His research is also available in journals such as Michigan Reading Journal, The Journal of Writing Teacher Education, and Journal of Language and Literacy Education as well as in a number of edited collections.
Publication Information: Cicchino, Amy, and Troy Hicks. (2024). Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2024.2241
Web Publication Date: March 19, 2024
Print Publication Date: Pending
ISBN: 978-1-64215-224-1 (PDF) | 978-1-64215-225-8 (ePub) | 978-1-64642-622-5 (pbk.)
DOI: 10.37514/PER-B.2024.2241
Contact Information:
Amy Cicchino: cicchina@erau.edu
Troy Hicks: hickstro@gmail.com
Perspectives on Writing
Series Editors: Rich Rice, Texas Tech University, and J. Michael Rifenburg, University of North Georgia
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It will also be available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2024 Amy Cicchino and Troy Hicks and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 500 pages, with notes, figures, and bibliographies. This book will also be available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.