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OWI Instructional Principles: Effective Practices in Action

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.
  • Screencast Feedback for Clear and Effective Revisions of High-stakes Process Assignments
    This example demonstrates how to create screencast videos for feedback, which helps online writing faculty to indicate specific needs for revision within student assignments, discuss possible approaches for revising, display assignment rubrics to specify criteria that are and are not being met, direct writers to online resources, and give “voiced” affirmations to developing writers.
  • Using a Blog Throughout a Research Writing Course
    This example demonstrates how the blog is a platform for ongoing conversation and reflection related to individual student research projects throughout a course. Use of the blog tool in this way helps students to keep research material organized, allows them to reflect on the research process as it unfolds, and helps to foster a sense of community in the online environment.
OWI Principle 4: Appropriate onsite composition theories, pedagogies, and strategies should be migrated and adapted to the online instructional environment.
  • Clarity in an Online Course as an Extension of Onsite Practice
    This effective practice used in online writing classrooms involves course clarity, in particular, easy course navigation. Clarity and ease of navigation are an extension of face-to-face instruction, thus the connection to OWI Principle 4 regarding the migration of onsite pedagogies to the online 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.

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