CCCC, "OWI Principles and Effective Practices"
The Conference on College Composition and Communication Committee for Best Practices
in Online Writing Instruction. A Position Statement of Principles and Example
Effective Practices for Online Writing Instruction (OWI). NCTE, 2013,
http://cccc.ncte.org/cccc/resources/positions/owiprinciples
This text is the statement of principles and best practices for online writing instruction. It details the 15 principles forwarded by the committee and includes rationales and examples for each. The principles are divided into the following major categories: overarching principles, instructional principles, faculty principles, institutional principles, and research and exploration. These principles are often referenced in OWI scholarship after its date of publication, including the book Foundational Practices of Online Writing Instruction. Such a resource helps to offer generalizable effective practices that can be adapted according to situational needs, given different institutional policies, curricula, student populations, and pedagogies. Below, I have listed the principles:
Overarching Principle
OWI Principle 1: Online writing instruction should be universally inclusive and accessible.
Instructional Principles
OWI Principle 2: An online writing course should focus on writing and not on technology orientation or teaching students how to use learning and other technologies.
OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment.
OWI Principle 4: Appropriate onsite composition theories, pedagogies, and strategies should be migrated and adapted to the online instructional environment.
OWI Principle 5: Online writing teachers should retain reasonable control over their own content and/or techniques for conveying, teaching, and assessing their students’ writing in their OWCs.
OWI Principle 6: Alternative, self-paced, or experimental OWI models should be subject to the same principles of pedagogical soundness, teacher/designer preparation, and oversight detailed in this document.
Faculty Principles
OWI Principle 7: Writing Program Administrators (WPAs) for OWI programs and their online writing teachers should receive appropriate OWI-focused training, professional development, and assessment for evaluation and promotion purposes.
OWI Principle 8: Online writing teachers should receive fair and equitable compensation for their work.
OWI Principle 9: OWCs should be capped responsibly at 20 students per course with 15 being a preferable number.
Institutional Principles
OWI Principle 10: Students should be prepared by the institution and their teachers for the unique technological and pedagogical components of OWI.
OWI Principle 11: Online writing teachers and their institutions should develop personalized and interpersonal online communities to foster student success.
OWI Principle 12: Institutions should foster teacher satisfaction in online writing courses as rigorously as they do for student and programmatic success.
OWI Principle 13: OWI students should be provided support components through online/digital media as a primary resource; they should have access to onsite support components as a secondary set of resources.
OWI Principle 14: Online writing lab administrators and tutors should undergo selection, training, and ongoing professional development activities that match the environment in which they will work.
Research and Exploration
OWI Principle 15: OWI/OWL administrators and teachers/tutors should be committed to ongoing research into their programs and courses as well as the very principles in this document.
in Online Writing Instruction. A Position Statement of Principles and Example
Effective Practices for Online Writing Instruction (OWI). NCTE, 2013,
http://cccc.ncte.org/cccc/resources/positions/owiprinciples
This text is the statement of principles and best practices for online writing instruction. It details the 15 principles forwarded by the committee and includes rationales and examples for each. The principles are divided into the following major categories: overarching principles, instructional principles, faculty principles, institutional principles, and research and exploration. These principles are often referenced in OWI scholarship after its date of publication, including the book Foundational Practices of Online Writing Instruction. Such a resource helps to offer generalizable effective practices that can be adapted according to situational needs, given different institutional policies, curricula, student populations, and pedagogies. Below, I have listed the principles:
Overarching Principle
OWI Principle 1: Online writing instruction should be universally inclusive and accessible.
Instructional Principles
OWI Principle 2: An online writing course should focus on writing and not on technology orientation or teaching students how to use learning and other technologies.
OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment.
OWI Principle 4: Appropriate onsite composition theories, pedagogies, and strategies should be migrated and adapted to the online instructional environment.
OWI Principle 5: Online writing teachers should retain reasonable control over their own content and/or techniques for conveying, teaching, and assessing their students’ writing in their OWCs.
OWI Principle 6: Alternative, self-paced, or experimental OWI models should be subject to the same principles of pedagogical soundness, teacher/designer preparation, and oversight detailed in this document.
Faculty Principles
OWI Principle 7: Writing Program Administrators (WPAs) for OWI programs and their online writing teachers should receive appropriate OWI-focused training, professional development, and assessment for evaluation and promotion purposes.
OWI Principle 8: Online writing teachers should receive fair and equitable compensation for their work.
OWI Principle 9: OWCs should be capped responsibly at 20 students per course with 15 being a preferable number.
Institutional Principles
OWI Principle 10: Students should be prepared by the institution and their teachers for the unique technological and pedagogical components of OWI.
OWI Principle 11: Online writing teachers and their institutions should develop personalized and interpersonal online communities to foster student success.
OWI Principle 12: Institutions should foster teacher satisfaction in online writing courses as rigorously as they do for student and programmatic success.
OWI Principle 13: OWI students should be provided support components through online/digital media as a primary resource; they should have access to onsite support components as a secondary set of resources.
OWI Principle 14: Online writing lab administrators and tutors should undergo selection, training, and ongoing professional development activities that match the environment in which they will work.
Research and Exploration
OWI Principle 15: OWI/OWL administrators and teachers/tutors should be committed to ongoing research into their programs and courses as well as the very principles in this document.
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