Collaborative Writing Playbook: An Instructor’s Guide to Designing Writing Projects for Student Teams supports writing across the curriculum by helping instructors overcome a key obstacle to assigning writing: the workload.
The Playbook is for instructors who would assign more writing in their courses if they could create meaningful assignments that complement course goals. The Playbook is for instructors who would assign collaborative writing if they could account for individual contributions to collaboratively written content and use assessment criteria consistent with course learning objectives.
Instructors can overcome the workload obstacles by identifying five learning objectives that writing and course content have in common: discipline-specific objectives for critical thinking, research, synthesis, genre/structure, and editing/peer review. By aligning writing objectives with course learning objectives, instructors can design writing projects, tasks, and peer review roles that support rather than distract from course content.
Including collaborative writing throughout a course makes meaningful collaboration much easier to achieve than making collaboration a temporary activity, which can disrupt everyone’s productivity. Joe Moses and Jason Tham present ideas for small and large activities that help instructors introduce collaboration at a pace that makes sense for them and sustains meaningful learning throughout a course.
Designed to support instructors who want to include writing-to-learn opportunities for their students, COLLABORATIVE WRITING PLAYBOOK has several unique features:
• Practical tools for planning and promoting productive teamwork.
• Roles for collaborative writing teammates that complement course-specific learning objectives.
• Structured activities designed specifically to support teammate interdependence and accountability.
• Templates for team charters, team planning, goal setting, and task coordination.
• A versatile, five-part structure—defined by instructors according to their preferences—for designing and evaluating team projects.
The Playbook is for instructors who would assign more writing in their courses if they could create meaningful assignments that complement course goals. The Playbook is for instructors who would assign collaborative writing if they could account for individual contributions to collaboratively written content and use assessment criteria consistent with course learning objectives.
Instructors can overcome the workload obstacles by identifying five learning objectives that writing and course content have in common: discipline-specific objectives for critical thinking, research, synthesis, genre/structure, and editing/peer review. By aligning writing objectives with course learning objectives, instructors can design writing projects, tasks, and peer review roles that support rather than distract from course content.
Including collaborative writing throughout a course makes meaningful collaboration much easier to achieve than making collaboration a temporary activity, which can disrupt everyone’s productivity. Joe Moses and Jason Tham present ideas for small and large activities that help instructors introduce collaboration at a pace that makes sense for them and sustains meaningful learning throughout a course.
Designed to support instructors who want to include writing-to-learn opportunities for their students, COLLABORATIVE WRITING PLAYBOOK has several unique features:
• Practical tools for planning and promoting productive teamwork.
• Roles for collaborative writing teammates that complement course-specific learning objectives.
• Structured activities designed specifically to support teammate interdependence and accountability.
• Templates for team charters, team planning, goal setting, and task coordination.
• A versatile, five-part structure—defined by instructors according to their preferences—for designing and evaluating team projects.
€21.99
Over de auteur
Jason Tham (Ph D, University of Minnesota) is Assistant Professor of Technical Communication and Rhetoric at Texas Tech University. He codirects the User Experience (UX) Lab and teaches courses in UX research, information design, and digital rhetorics. He is a Research Partner of the Digital Life Institute at Ontario Tech University. His current research interests are design thinking approaches in technical communication pedagogy and practice. Tham’s work has appeared in Technical Communication, Journal of Technical Writing & Communication, Computers and Composition, and IEEE Transactions on Professional Communication, among other journals and edited volumes. He is also the author of Design Thinking in Technical Communication (2021, Routledge).
Taal Engels ● Formaat PDF ● Pagina’s 167 ● ISBN 9781643172408 ● Bestandsgrootte 1.7 MB ● Uitgeverij Parlor Press, LLC ● Land US ● Gepubliceerd 2021 ● Downloadbare 24 maanden ● Valuta EUR ● ID 7867241 ● Kopieerbeveiliging Adobe DRM
Vereist een DRM-compatibele e-boeklezer
Meer e-boeken van dezelfde auteur (s) / Editor
176.873 E-boeken in deze categorie
