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Hey all.

A student of mine clued me in to an episode of Frontline called the "Persuaders", about advertising and marketing to consumers. I haven't watched the whole thing, but it looks like a terrific program to show to English 103 or 104 students. What's more, you can watch it online!

wgbh/pages/frontline/video/flv/main.html?pkg=2303&seg=1&mod=1

If you'd like the transcript, it is at wgbh/pages/frontline/shows/persuaders/etc/script.html

See it at a>.

A point of concern for me while reviewing Hewett and Ehmann's book is that it seems to relegate online writing instruction simply to interactions, whether synchronous or asynchronous, about students' specific writing tasks. Although they discuss in the chapters who these interactions can teach general writing principles as they address specific concerns, it seems to ignore other kinds of instruction that can and must occur online.

I'm thinking in terms, for instance, of the tutorials we experimented with in class last Thursday. I would find it highly prohibitive to teach an online course without such tutorials or other means to convey general principles of writing directly and afterward assigning and collecting specific scaffolded tasks that students need to accomplish and to which I can respond. Similarly, I would find it difficult to teach writing in an online course without engaging students in either synchronous or asynchronous discussion of readings, having them negotiate, abstract, or apply concepts of writing through their reading and discussion of it. These are writing tasks, to be sure, but they are not the sort that will demand revision and developmen in themselves. Yet these elements of instruction are ignored for an apparently entire focus on how to responds to students' written compositions in a process of revision toward a more comprehensive major draft. Although some of the concepts revealed in the book might apply to what I describe above, especially to synchronous or asynchronous discussion, it would have been useful to have these elements directly addressed.

Preparing Educators for Online Writing Instruction composites valuable thought on training for Online Writing Instruction. Because it is focused on the trainer and program developers perspective, though, it leaves us with another task: how to translate knowledge of what the trainer needs to do for teachers collectively into knowledge of what teachers need to do for themselves.

This is an important consideration because, let's face it, we are unlikely to get substantial training for Online Writing Instruction from our departments or programs. If we do get training, they will appear as short, discreet technology-focused, largely optional workshops before or after an academic semester. Reading this book as teachers, then, it is important for us to figure out how to train ourselves.

Hewett and Ehmann present "Five Pedagogical Principles" for training instructors in Online Writing Instruction. I want to review these, then translate them into something more useful for the individual instructor.

Investigation – This principle addresses the need for departments, program, and trainers to do empirical research into successful training practices to develop more effective training materials. It suggests a recursive system of feedback on the materials and processes used and a willingness to revise those materials and processes accordingly.

Likewise, instructors should engage in such a process of investigation, both exploring the empirical research thankfully done by others and collecting feedback from their students. Of course, blackboard and other tech tools make this procedure easier by providing various survey tools.

I also want to suggest, though, that this process of investigation requires careful and relatively gradual experimentation, especially for those who already have so much competing for their time. As instructors implement online technology to enhance their teacing of writing, they should build a manageable curve of learning, implementation, feedback, and revision. Learn your technology in chunks, implement what seems reasonable and manageable, in a given semester, collect feedback, and review that feedback to consider revisions to your technology use. The following semester, implement those revision, as well as a new, manageable amount of technology that has been learned.

Immersion - This principle is simply that instructors who are called on to teach online should be trained online, making the training scenario a hands-on environment for the practice of online teaching.

Likewise, instructors themselves should not balk at immersing into online teaching. Many of us can attest that we never really knew a subject until we had to teach it. Similarly, you'll never know how to teach in an online environment until you try to teach in an online environment. This goes along with investigation in the sense of taking careful, measured steps. Do not, of course, entirely upturn your pedagogy or classroom structure. Rather, learn a technology and implement it. As you navigate that technology through your teaching of writing, you'll learn that technology and future technologies better.

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