Response Week 4
Scott Warnock continuously connects reading to writing, and stresses the importance of collaboration and organization.
The library is still alive in the twenty-first century. In Chapter 7, Warnock discusses why books are still significant sources, and the use of blogs and articles. He suggests using the library, especially collaborating with librarians about organization and copyright laws (Warnock 62). A teacher or professor builds a rapport with librarians because they know different methods for sharing articles in a CMS. The librarian may also have suggestions about sharing a clip of an article during a real-time session.
For example, if I want to teach students reading strategies in real-time, I will to model how I read. I will use a segment of an article as an example of nonfiction. The librarian assists me by informing how I can read the article and share it online because of his or her knowledge of copyright law.
Real-time teaching raises another online opportunity. Warnock discusses the value of multimodal communication in chapter 7. He writes that it creates “a different kind of ‘reading’ experience for students” (Warnock 62). Students can present writing in more than one way. Students can manipulate videos using Popcorn Webmaker, and add commentary and Google maps. A video can also be hyperlinked or embedded into a Powerpoint presentation for a more advanced multimodal experience.
Warnock discusses different prompts and ways to use message boards in chapter 8. The goal is to create conversation between students, practice semi-formal writing, and for students learn how to “accept criticism gracefully” (Warnock 72). As a high school and undergraduate student, I did not practice reading and responding to classmates’ writing enough. It was not a part of the coursse. Warnock stresses the significance of students learning to read and respond to others’ posts because it builds collegiate or peer relationships (75). For example, Warnock suggests the My Favorite Post assignment in which students select a favorite post by another classmate, and they write about it.
I am not a big fan of message boards because online learning provides a variety of options. I agree with Warnock that email is not as easy as message boards, but I like WRIT 510’s set up using blogs and hyperlinks. I think blogs and other tools allow for multimodal learning in which students can practice writing in a variety of ways.
In Chapter 9, I agree with Warnock that low-stakes grading should not focus as much on grammar. However, there should be opportunities in a middle or high school module to focus on grammar. Through teaching experiences, many students have told me, “I never learned grammar from my English teachers.” Most of these students took Yearbook and newspaper with my mentor teacher. While they engaged in low-stakes writing and real-life writing – such as newspaper or multimedia – my mentor teacher also stresses the teaching of grammar. He assigns students to edit a work, state the rule, and correct it. I believe teaching grammar can transition to an online learning environment through innovative instruction such as flipped classrooms or multimodal learning like Glogster. Students can make a multimodal poster with rules for grammar, what not to do in grammar, or even my favorite grammar rules.
An example of a grammar Glogster. Courtesy of Medialib.glogster.com
(You may practice using a Google app on most laptops or computers because Google provides computer versions of its apps. If you want to practice on a Chromebook, the ITC in Withers has recent Chromebooks you can check out for a few days.)
Warnock argues about the importance of sharing. As teachers and students, we are not in competition. We are building interdependence along with independence in writing. I believe Warnock shows the value of interdependence when presenting the share secrets assignment (98-9). Warnock writes, “… we become co-contributors in building general course knowledge about research” (99). As our class has written about on our literary analysis pages, everyone has different ways of correcting their writing or proofreading. Instead of being in a competition, it is valuable to share writing tips or practices with classmates because we might provide tips that help one another.
Throughout chapters 7 to 9, Warnock gives the reader detailed examples and explanations of assignments. While he discusses collaboration online, he models it in his book by specifying what assignments he uses and why. He also provides a grading system in chapter 8 to make teachers’ online grading simple (Warnock 84). Do not become over involved in online discussions, but maintain a presence as a facilitator. Provide students opportunities to lead and comment on one another’s work. Each tip provides detailed reasoning as to why it should be used in an online learning environment.
Warnock, Scott W. “Reading: Lots of Online Options, But the Book is Not Dead.” Teaching Writing Online. Urbana: National Council of Teachers of English, 2009. 58-67. Print.
Warnock, Scott W. “Conversation: Online, Course ‘Talk’ Can Become Writing.” Teaching Writing Online. Urbana: National Council of Teachers of English, 2009. 68-93. Print.
Warnock, Scott W. “Assignments: Online, Student Texts Drive Them.” Teaching Writing Online. Urbana: National Council of Teachers of English, 2009. 94-107. Print.