OWI Principle 4: Appropriate onsite composition theories, pedagogies, and strategies should be migrated and adapted to the online instructional environment.
Effective Practice 4.1: When migrating from onsite modalities to the online environment, teachers should break their assignments, exercises, and activities into smaller units to increase opportunities for interaction between teacher and student and among students using both asynchronous and synchronous modalities.
Effective Practice 4.2: Teachers should use known practices for developing knowledge in the online setting. They should employ the interactive potential of digital communications to enable and enact knowledge construction (e.g., group projects and one-on-one teacher-student dialogues).
Effective Practice 4.3: Teachers should use universal and time-honored rhetorical theories to emphasize the rhetorical nature of communication through online and Web-based discourse.
Effective Practice 4.4: Teachers should engage understood and accepted thinking about communication and interacting in composition courses by employing LMSs and other digital environments to extend the reach of classroom interactions (e.g., reading responses, debates, peer review and editing); to develop rhetorical understanding via online access to real audiences; and to keep students informed of assignments, grades, and policies.
Effective Practice 4.5: Teachers should engage learner-centered and writing-intensive pedagogies via electronic means (e.g., collaborative invention and writing, online research, and teacher and peer review of work in progress).
Effective Practice 4.6: Teachers should incorporate redundancy (e.g., reminders and repeated information) in the course’s organization. Such repetition acts like oral reminders in class.
