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Illinois Writing Project
Teaching, Revising, and Assessing Students' Digital Writing (8:30 - 10:15)
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 the
Framework for Success in Postsecondary Writing
National Writing Project's Domains for Multimodal Writing Assessment
can provide new lenses for teaching, revising, and assessing our students' digital writing.
Elyse Eidman-Aadahl on Writing in the Digital Age
Book info on NWP.org
Resources on Digital Is
Examining the Purpose and Process of Using Links
As you read the three examples in the
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
Protocol Analysis of Student Work - Website and Digital Video
The Earth's Layers - by Carson
“Seize the Day” by Katie
: What do you notice in this piece of writing?
: What works for you in this piece of writing?
: 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?
General to specific
Headings and subheading
Professional images and his own images
His organization with headings and subheadings, written text with images
His addition of information in parentheses
Timeline -- if I had to read all of it it would be boring, so the visual is helpful
He put effort into the project
Relevant images -- he created some, and found some
Has there been a lesson on apostrophe use?
What kind of instruction was there in regards to using images? Can you find them? Use your own?
Did students choose the topics or were they assigned?
There is lots of conceptual stuff related to gravity, what have they learned?
Can the student summarize it in his own words?
Where was the bulk of the work done? School? Home?
How long did they work on it?
What is their access to tech?
What did the teacher have?
Was it cross-curricular?
How can the creator know that he was successful or effective in his communication?
What were the guidelines for the assignment?
How was it assessed?
Post-Keynote Q&A (10:30 - 12:00)
Connected Reading: Apps & Approaches for Digital Texts (1:00 - 2:30)
As we adopt smartphones and tablets for 1:1 instruction, we need to review our efforts at comprehension instruction for all kinds of digital texts. Based on a survey of over 800 adolescents, we will discuss principles of "Connected Reading" and how we can adapt existing comprehension strategies in digital spaces, as well as explore new opportunities for finding, managing, and reflecting on digital texts.
Connected Reading Wiki
EJ Article: Connected Reading Is the Heart of Research
Future NYTimes: Interactive Storytelling
Snow Fall: The Avalanche at Tunnel Creek
,” by New York Times reporter John Branch
Additional New York Times Multimedia
With print reading, what do we know?
What are we comfortable with?
On the Kindle, I never really know what I am reading
Pages until the end!
Highlight, write, mark it up
If it is in print, it is more reliable (not always true)
Like the visual of knowing
Not as distracted
With digital, what don't we know?
What are we uncomfortable with?
With my phone or computer I am not taking it all in
See only so much at a time
Making sure the site is reliable
The tool can be unreliable (access)
Tech isn't working properly
Harder to share
Teacher not comfortable using the tech
Additional Apps and Approaches
For Finding News:
) and Feedly (
For Curating News:
For Mid- and Longform:
For Annotating Web Texts:
For Text-Based Discussions:
For Managing Distractions:
For Online Reading:
help on how to format text
Turn off "Getting Started"