Teaching, Revising, and Assessing Students' Digital Writing

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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?
  • Facts related to numbers
  • Good control of non-fiction text features (headings, labels, diagrams)
  • Organized
  • Pictures (variety of own, photos)
  • Good control of language
  • Sentence are similar in construction
  • Sentences begin with "the"
  • Capitalization and punctuation
  • Each paragraph was focused
  • He liked the opening diagram and then how it matched the organization of the essay
  • The vocabulary matched his topic
  • The visual aspect; pictures match the topic
  • Succinct writing
  • Uses language familiar to him "wrinkles" and "scars"
  • Spelling
  • Language familiar to himself so he is paraphrasing and using his own ideas (internalizing)
  • Each concept was supported with a visual, statistics, vocab
  • He seems to have a grasp of informational writing, so I want to know what lessons she has taught to elaborate on this idea?
  • We noticed that she wanted them to create the "wonder," but what was the main teaching point?
  • Did Carson's work meet the expectations in the rubric?
  • Did it meet her expectations, too?
  • What sources did Carson use?
  • What resources were available to him?
  • What was the process for researching?
  • Did he receive guidance? And how much?
  • Did they have a template?
  • Did the student have background knowledge?
  • What stage of the process is this?
  • What work has been done around this formatting for digital publication?
  • What was the writing process that was used?
  • Who was his audience?
  • What type of feedback on the work? Geared toward improvement?

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