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Textperts: Utilizing Students’ Skills in the Teaching of Writing

Textperts: Utilizing Students’ Skills in the Teaching of Writing

Abigail A. Grant
Copyright: © 2013 |Pages: 12
ISBN13: 9781466621787|ISBN10: 1466621788|EISBN13: 9781466621794
DOI: 10.4018/978-1-4666-2178-7.ch014
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MLA

Grant, Abigail A. "Textperts: Utilizing Students’ Skills in the Teaching of Writing." Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination, edited by Tatjana Takševa, IGI Global, 2013, pp. 247-258. https://doi.org/10.4018/978-1-4666-2178-7.ch014

APA

Grant, A. A. (2013). Textperts: Utilizing Students’ Skills in the Teaching of Writing. In T. Takševa (Ed.), Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination (pp. 247-258). IGI Global. https://doi.org/10.4018/978-1-4666-2178-7.ch014

Chicago

Grant, Abigail A. "Textperts: Utilizing Students’ Skills in the Teaching of Writing." In Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination, edited by Tatjana Takševa, 247-258. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2178-7.ch014

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Abstract

Text messaging has many similarities to poetry or short prose writing. Instructors typically discount text messaging as a distraction in the classroom, but this chapter includes a review of the positive aspects of implementing the genre of text messaging in the composition classroom as a means of teaching writing. Using a community of practice approach, this chapter looks at the technologically savvy generation of college students in today’s classrooms and attempts to capitalize, educationally, on the writing skills that students already possess. Next, it explores both the theoretical and practical implementations of this genre into the composition classroom with careful consideration of the positive and negative impacts of this, before examining the transition from student text messaging to the writing of other, longer genres. Although this chapter’s focus is on the teaching of writing, the information can be considered to be interdisciplinary.

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