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Teaching, Revising, and Assessing Students' Digital Writing

Revising words, sentences, and paragraphs presents a challenge to any writer, from novice to expert. When we add in components of digital writing such as images, audio, and video, the task becomes even more complex. In this session, we will explore how looking closely at students' work can lead us to consider new approaches and opportunities for teaching revision in multimedia environments. Additionally, we will discuss the ways in which theFramework for Success in Postsecondary Writing and the National Writing Project's Domains for Multimodal Writing Assessment can provide new lenses for teaching, revising, and assessing our students' digital writing.

Describe: What do you notice in this piece of writing?

Name: What works for you in this piece of writing?

Ask: What questions does this piece of writing raise?

What do you notice?
What works for you as a "generous adult reader?"
What questions does this work raise for you?
  • He organizes in a space from top to bottom, linear format
  • Uses headings
  • Use of conjunctions, combined and complex sentences
  • Disciplinary vocab
  • He uses multiple graphics (photos, images)
  • He is writing with numbers (metric and standard)
  • Uses parentheses
  • He doesn't have citations
  • "wrinkles and scars"
  • images (hand drawn)
  • organized with heading and text
  • conscious choices about the design
  • the entire piece is relevant to the topic
  • the writing is cohesive, moving from the crust to the core
  • the visuals come from different sources
  • strength having his own and other images
  • cross-curricular
  • As a piece of digital writing, why are their no hyperlinks?
  • Minimalist writing -- what ideas could be elaborated?
  • Did Carson create any of the graphics, or did he get them from other sources?
  • How much time was given?
  • How did the teacher structure the work on the Google site?
  • What was the original purpose of the writing?
  • How could the organization be improved to increase or improve the reading experience?
  • What were the teacher's expectations in terms of the text, with regard to length and sources?
  • Who is the intended audience?
  • What choices did Carson have?

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As you read the three examples in the Hyperlinked Paragraph, consider:
  • Where do each of the links lead to?
  • How do you think that the student writer chose those links?
  • Considering the rhetorical situation, why do you think that the student chose the links? What goal is he/she trying to accomplish by using the links?
  • For you, as a reader, are the links effective? Do they work well with the writer's argument? Why or why not?

Creating Your Own Hyperlinked Text