Rationale for OWI Principle 4
OWI Principle 4: Appropriate onsite composition theories, pedagogies, and strategies should be migrated and adapted to the online instructional environment.
OWI Principle 3 explains that those teaching OWCs should think of ways to maximize the distinct opportunities of the electronic environment. However, one impediment to those moving their instruction online is the unfounded belief that everything about their teaching will have to change.
Composition studies has a rich research and teaching history, and the Committee recognizes that many core pedagogies of onsite writing instruction can and should remain in OWI. Many pedagogical theories and strategies that have not been designed with OWI in mind can be adapted to the online setting. Indeed, various foundational rhetorical and writing theories and their connected onsite pedagogies and strategies can be migrated online successfully. Teachers should seek opportunities to use their established practices when moving online while seeking alternative ways of offering those practices within digital spaces and using electronic tools.
OWI Principle 3 explains that those teaching OWCs should think of ways to maximize the distinct opportunities of the electronic environment. However, one impediment to those moving their instruction online is the unfounded belief that everything about their teaching will have to change.
Composition studies has a rich research and teaching history, and the Committee recognizes that many core pedagogies of onsite writing instruction can and should remain in OWI. Many pedagogical theories and strategies that have not been designed with OWI in mind can be adapted to the online setting. Indeed, various foundational rhetorical and writing theories and their connected onsite pedagogies and strategies can be migrated online successfully. Teachers should seek opportunities to use their established practices when moving online while seeking alternative ways of offering those practices within digital spaces and using electronic tools.
Example Effective Practices for OWI Principle 4
Effective Practice 4.1: When migrating from onsite modalities to the online environment, teachers should break their assignments, exercises, and activities into smaller units to increase opportunities for interaction between teacher and student and among students using both asynchronous and synchronous modalities.
Effective Practice 4.2: Teachers should use known practices for developing knowledge in the online setting. They should employ the interactive potential of digital communications to enable and enact knowledge construction (e.g., group projects and one-on-one teacher-student dialogues).
Effective Practice 4.3: Teachers should use universal and time-honored rhetorical theories to emphasize the rhetorical nature of communication through online and Web-based discourse.
Effective Practice 4.4: Teachers should engage understood and accepted thinking about communication and interacting in composition courses by employing LMSs and other digital environments to extend the reach of classroom interactions (e.g., reading responses, debates, peer review and editing); to develop rhetorical understanding via online access to real audiences; and to keep students informed of assignments, grades, and policies.
Effective Practice 4.5: Teachers should engage learner-centered and writing-intensive pedagogies via electronic means (e.g., collaborative invention and writing, online research, and teacher and peer review of work in progress).
Effective Practice 4.6: Teachers should incorporate redundancy (e.g., reminders and repeated information) in the course’s organization. Such repetition acts like oral reminders in class.
Effective Practice 4.2: Teachers should use known practices for developing knowledge in the online setting. They should employ the interactive potential of digital communications to enable and enact knowledge construction (e.g., group projects and one-on-one teacher-student dialogues).
Effective Practice 4.3: Teachers should use universal and time-honored rhetorical theories to emphasize the rhetorical nature of communication through online and Web-based discourse.
Effective Practice 4.4: Teachers should engage understood and accepted thinking about communication and interacting in composition courses by employing LMSs and other digital environments to extend the reach of classroom interactions (e.g., reading responses, debates, peer review and editing); to develop rhetorical understanding via online access to real audiences; and to keep students informed of assignments, grades, and policies.
Effective Practice 4.5: Teachers should engage learner-centered and writing-intensive pedagogies via electronic means (e.g., collaborative invention and writing, online research, and teacher and peer review of work in progress).
Effective Practice 4.6: Teachers should incorporate redundancy (e.g., reminders and repeated information) in the course’s organization. Such repetition acts like oral reminders in class.
