The Advantages Of Online Cybersback

In conclusion, all indicators point toward active participation in online discussion a major factor in the final grade a student may receive. All stakeholders, including the facilitator, need to be actively involved at a high cognitive level. This activity increases trust that must be built within a community of learners.

Michaela Cullington’s essay “Texting and Writing” explores the possible effect of teen texting on formal writing in school. Cullington lists three different hypotheses scholars pose about the cor- relation between the two: those who criticize texting for its negative impact on writing, those who believe texting is actually a beneficial exercise in writing, and those who see no relationship at all. Cullington begins her analysis with the first theory, quoting concerned teachers, citing the shock- ing statistic that “only 25% of high school seniors are ‘proficient’ writers” (90), and adding testi- mony from two of her former teachers. Cullington then explores the second take on texting and writing by providing contrasting testimony from other teachers who believe that texting is a bless- ing to their students’ writing. Cullington retrieves support for these two opposing views from inter- views and previous studies. To explore the theory that texting is irrelevant to formal writing, how- ever, she performs her own research, gathering results from seven students, two teachers, and an analysis of students’ written work. Despite the testimonial evidence against and in support of tex- ting, Cullington’s own results show that texting has “no effect, positive or negative, on [students’] writing as a result of texting” (95).

Murray is insightful not only to instructors but also to learners. Murray argues that the challenge facing writing is the fact that teachers have treated it as a product rather than a process and the same concept passed on to students. The author holds that the main problem with this view is that students get to receive irrelevant criticisms that are not related to their learning goals. While I tend to agree with the author based on the arguments presented, it is notable that Murray has paid little attention to the idea of education in the contemporary world. In most learning institutions, the outcome of the writing is considered more than the process. As a teacher paying attention to the process of writing but not be consistent with the students, who are mostly driven by

To many people, writing is either considered a task, or an activity. There are also different types of writing for people to enjoy. In Josh Keller’s “Studies Explore Wether the Internet Makes Students Better Writer”, Keller describes how the internet has made students far better writers. He also describes how many students have described their dislike for academic writing but prefer their own personal blogging and/or journaling. This essay describes why struggling students often fail to write effectively because they find academic writing hard because they are not able to put their own thoughts and experiences into their essay. The idea of this essay was to describe the problems with students writing and the possible solutions for the problem. Keller mentions that the solution, that is not being pursued, is to combine academic writing with personal writing. He describes how many students write far better in their own personal writing and that these student’s personal writing

A real audience forces most students to reconsider how they word their ideas. To avoid looking illiterate, most students will consult their teacher or a grammar and usage book to make sure they are adhering to good grammar guidelines. By writing online students feel motivated to do their best. For example, George Mayo, a Maryland middle school 8th grade teacher, found this to be the case. According to Morgan,“Mayo remarked that the level of motivation in his class soared when his students found out that pupils as far away as China were participating.” Therefore, social media can writing by motivating students to do their best.

Clive Thompson’s “On the New Literacy” discusses the argument that technology is causing our youth’s writing skills to decline. He starts by mentioning a study that shows writing has actually improved and is having a re-birthing of sorts. Andrea Lunsford, A writing professor at Stanford University, ran the study, collecting nearly 15,000 student writings ranging from class assignments to blog posts. She discovered Stanford students were writing outside of the classroom 38 percent of the time and due to the internet, these writings had a bigger audience, which in effect made the students writing better. He states that Stanford students were less enthused about in-class writing because the only audience would be their teacher

Technology plays a huge role in today’s society. Humans have been using the technology for years for almost everything in life. When it comes to today’s generation, people tend to rely so much on technology in order to help them with their writing. In the article “Writing Is Itself a Technology,” Clinton R. Gardner writes about the importance of using technology, how it affects the student’s writing skill in a better way, and how it advances student writing. On the other hand, Norm Goldstein, the author of “Speed Kills Good Writing Skills” stands against the usage of technology in student’s writing skill. Although many may argue about this topic, Gardner debates on this issue and gives his readers well supportive evidence on why technology is not harmful for students in his article. He provides some information concerning how it’s sympathetic for students to use technology in their writing. First, he mentions how writing and chatting online can be extremely useful in order for students to get feedback regarding their writing. Second, they have the opportunity to share their writing via online and can be seen by almost everyone around the world. Third, it gives the ability for students to write in a well-structured way using the right words and improve their grammar.

The standard view of thinking about responding to student writing has it that it could be really important significant for the learning process. In discussions about this pedagogical source of information about feedback, students and teachers talk about their experiences and perspectives. This article describes a pilot study on developmental writer’s attitudes toward and use of instructor-written feedback for some college students.

In the article “Studies Explore Whether the Internet Makes Students Better Writers” (From Inquiry to Academic Writing 2015) by Josh Keller, the writing techniques of college students at Stanford University is examine and debated if the nontraditional writing assignments helped the writing skills of students. The article is a debate of whether the new generations of students who love to blog, send messages on Facebook, or even on twitter have the necessary skills to become skilled writers. In 2006 a Stanford University student actually graduated with writing the nontraditional paper assignments. There were still educators who were in disbelief that students could write in the nontraditional styles and become effective writers in society, that

An example of what it might look like for students to provide feedback to each other can be found on page 155. One teacher uses “the acronym TAG: T-Tell what you liked, A- Ask a question, G- Give a suggestion” (Hsu, 2009, p. 155). By providing feedback to each other, students learn different ways to make their essays better, and they never have to go to the teacher for suggestion. Now, this isn’t to say that the teach acts in a hands-off manner, because that is not the point. While the students are working together, the teacher walks around and evaluates the feedback that students are giving. If an educator feels as though the feedback being given is shallow, then he or she may help guide these students through the feedback process in a different way than what was modeled for them at the beginning of the year. If students are stuck in a debate and they cannot see eye-to-eye on a particular idea, then the teacher can move in and act as a mediator to encourage the students to work out the problem together. If progress is not being made, then the teacher might need to make suggestions to help the students get back on

As a result of the Internet Lesson Plan artifact, I learned the importance of using rubrics and consent forms prior to implementing projects. By communicating the expected behaviors prior to implementing an assignment, students were able to demonstrate positive behaviors. Due to my lesson on Cobb County School District’s Internet Acceptable use policy and the parent consent letter, student behaviors were positive. If I could change one thing about this artifact, I would change how I delivered feedback to my students. Instead of solely receiving feedback from me, I would encourage students to provide their peers to their peers. According to Hattie and Gan (2011), feedback is beneficial when there is meaningful language exchanged between peers. Therefore, teachers should implement peer feedback by placing students in groups and encouraging students the opportunity to give and receive

In the past the feedback I have received, whether it was through my parents, siblings, teachers or even my peers have shaped the way I behave, in this essay we will go through how social psychological processes and even other processes such as relationships have shaped my past experiences of receiving feedback from others.

One of the fear I had about writing was people’s judgment on my English skills. Therefore, asking for feedbacks, especially to my peers, was a challenge for me to embrace the fear and ask for people’s opinion. Nevertheless, I learned through peer feedback assignments that I need the criticisms and diverse perspectives in order to improve and grow my writing. Soon after I revised my essay 1.2 with peer feedbacks and 1.3 with Dr.Ruiz’s feedbacks, I started to get engaged in giving feedback to peers and asking for more feedback from peers.

This article discusses the Read-Only Participant (ROP). The “read-only-participan[t] disrupt[s] the formation of a virtual community of learners and compromise learning” (Nagel, Blignaut, &Cronje). This student views posts and discussions made by his facilitator and peers, but contributes nothing to his online learning community. He reaps the benefits of another man’s hard labor without himself interjecting any work. “Research shows that online participation is necessary to ensure successful course completion” (Klemm, 1998, Rovai &Barnum, 2003; Swan, Shea, Fredericksen, Pickett, & Pelz, 2000). He is subtracting from his peers’ learning experience and from the possibility of them graduating. This community is supposed to be one of trust and

As member of the online communities, I am sending formal and informal emails, text messages, and news posts to friends and important people. Everyday, I face something new to discover and improve in my writing. For the last three years in high school, I had to write essays every week because it was mandatory. Learning misspelled words made it possible for me to avoid them