Cowriting, overwriting, and overriding in portfolio land online
Computers and Composition Volume 13, Number 2, ISSN 8755-4615 Publisher: Elsevier Ltd
A computer writing lab and electronically submitted essays leading to a final, electronically submitted portfolio—a paperless class—would appear the perfect technology to teach the writing process and so model what teacher-researchers consider the most effective ways to teach writing. However, the results of my initial experiment with electronic portfolios-in-progress have caused me to reconsider how I used the system and what I would change should I again have the technology available to use electronic portfolios. For, as I read and responded, I found myself focusing on grammatical and other sentence-level issues, even with first drafts, rather than on global matters. I commented in boldface, took charge of student texts in ways I had not done in years, and effectively violated most of my beliefs about how to teach writing.
Forbes, C. (1996). Cowriting, overwriting, and overriding in portfolio land online. Computers and Composition, 13(2), 195-205. Elsevier Ltd.
- computer-mediated facilitative comments global commentary grading
- electronic portfolio portfolio
- electronic portfolios-in-process
- electronic reading responding to writing sentence-level errors teacher response three-dimensional t…
- Electronic Text
- higher education
- Instructional Effectiveness
- ONLINE SYSTEMS
- Portfolios (Background Materials)
- student evaluation
- Teacher Behavior
- Writing Evaluation
- Writing Instruction
Cited ByView References & Citations Map
David Dalton, Kent State University, United States
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2794–2801
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