Warnock, Teaching Writing Online
Warnock, Scott. Teaching Writing Online: How and Why. National Council of Teachers of
English, 2009.
Warnock positions his book as a resource for writing teachers who are preparing to teach writing online, in a hybrid environment, or in an environment with many digital tools for the first time. Although he notes that the text could be valuable to other audiences, this primary audience shapes both the content and the tone of the book. His objective is to share his experiences as an online writing teacher to help other teachers teach composition effectively using digital tools. Warnock claims that OWI offers a “progressive approach” to teaching writing because of the unique affordances of the online writing course. Specifically, he argues that because students are almost entirely communicating via writing, they write more frequently, have the opportunity to write in less formal settings, and become better prepared to interact with others through writing. Unlike many other OWI scholars, Warnock maintains that most course content can be migrated from face-to-face instruction to the digital environment. He acknowledges that there are differences between f2f and online instruction, but states that the foundation of what one does conceptually remains the same. The book works to prepare teachers to teach writing online by developing an online persona, matching tools with outcomes, translating teaching styles to the online course, and other content to aid with developing curricula and pedagogical strategies.
English, 2009.
Warnock positions his book as a resource for writing teachers who are preparing to teach writing online, in a hybrid environment, or in an environment with many digital tools for the first time. Although he notes that the text could be valuable to other audiences, this primary audience shapes both the content and the tone of the book. His objective is to share his experiences as an online writing teacher to help other teachers teach composition effectively using digital tools. Warnock claims that OWI offers a “progressive approach” to teaching writing because of the unique affordances of the online writing course. Specifically, he argues that because students are almost entirely communicating via writing, they write more frequently, have the opportunity to write in less formal settings, and become better prepared to interact with others through writing. Unlike many other OWI scholars, Warnock maintains that most course content can be migrated from face-to-face instruction to the digital environment. He acknowledges that there are differences between f2f and online instruction, but states that the foundation of what one does conceptually remains the same. The book works to prepare teachers to teach writing online by developing an online persona, matching tools with outcomes, translating teaching styles to the online course, and other content to aid with developing curricula and pedagogical strategies.
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