A set of rhetorical and twenty-first-century concepts, skills, and habits of mind that are critical for college success and founded on current pedagogy in research and writing. The WPA Framework is endorsed by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project.
Published in Chapter:
Learning From Failure: Using Collaborative Technology to Make the Feedback Loop Work
Natalie Edwards Bishop (Gardner-Webb University, USA) and Hannah Allford (Gardner-Webb University, USA)
Copyright: © 2019
|Pages: 23
DOI: 10.4018/978-1-5225-9438-3.ch015
Abstract
Integrating the research and writing process is a stuck place for many students. Leveraging the collaborative conversation through feedback loops confronts stuck places that are critical to students mastering concepts in composition and information literacy. Instructors and librarians, in turn, are more clearly able to identify “stuck places” where students struggle with concepts and build learning experiences around those places. Implementing the collaborative conversation through Google Drive apps allows students, instructors, and librarians a platform to collaborate through shared editing and commenting. As a result, the process of providing feedback is less linear, shifting to an integrative, conversation-based experience. Google Drive affords stakeholders sufficient wait time to contextualize research, respond to feedback, and revise writing. Instructors and librarians are able to model the reflexive, iterative processes of inquiry, research, and writing alongside their students through implementation of the Research, Writing, and Feedback Integration Model.