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Collection by
Troy Hicks
Published
May 13 2015

Resources in this collection

9 Resources in this collection
Teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”Paulo Freire
The authors of Because Digital Writing Matters argue that digital writing is a complex activity; more than a skill, digital writing is how we interact with the world. Their definition emphasizes connectivity, a feature of the digital landscape which enables writers to draw from and distribute to a global community.
My 2nd-graders not only love the rich stories we share together, they become inspired by the authors who touch their lives. We share a strong sense of family in our classroom. We spend the first few weeks of school building routines, setting expectations, and getting to know one another. Throughout the year, we continue to do team-building & activities and share our lives with one another. We have a daily show & and tell, and I eat lunch with students every day. We are very close. ...
In my classroom, we wonder. We wonder how wildfires start. We wonder what is the largest dog in the world. We wonder who invented Legos. My 4th-graders are full of questions. Their curiosity is contagious. ...
Whether students are reading an actual book or reading on their phone, tablet, or any other device, I am a firm believer that even the most reluctant middle school readers can be nurtured and develop appreciation for literature and reading. Kelly Gallagher
Katie was one of those quiet kids who came to school every day and did what was expected of her.  But she was a digital creator in the confines of her bedroom, making movies on her Macbook that she shared with friends. …
This text, from Martin Luther King's Christmas 1967 sermon at Ebeneer Baptist Church guided our discussions and was the underpinning for the teach-ins that student presented to their peers. ...
In this chapter, a teacher-consultant shares insights and colleague feedback she received on a student-led, food justice project and the implications for instruction and assessment.
One of the most difficult challenges of teaching first-year writing at the university level is moving students from a set of tightly held, prescriptive beliefs about what constitutes good writing into a space where they can broadly consider the unique rhetorical situation of every composition. ...

Assessing Digital Writing: Looking Closely at Student Work

This collection highlights six case studies from the book, Assessing Students' Digital Writing: Protocols for Looking Closely, edited by Troy Hicks, which contains insights gleaned from an 8-week-long collaborative inquiry group of National Writing Project teachers. The group met weekly on Google Hangouts with the aim of truly looking closely at their students’ digital writing, using a set of protocols to guide their conversations. Their questions included:

  • What do you see/notice about this piece? 
  • What is working well in this piece/composition?
  • What does it make you wonder/what questions does it raise? 

The cases, presented both in this collection and in the book, are centered on evidence the authors uncovered through this process of teacher inquiry. Beginning with a piece of digital writing, each teacher offers an analysis of that student’s work and a reflection on how the collaborative assessment process and descriptive protocols, in turn, affected his or her teaching. 

Additionally, as the authors teach in schools from early elementary to college, this collection provides opportunities for vertical discussions of writing development, as well as grade-level conversations about high-quality digital writing. You will find rich examples of student work here, including elementary students utilizing augmented reality platforms for creative composition and engaging with digital mentor texts; middle schoolers creating video book trailers and public service announcements; high schoolers using online games as part of social justice-oriented teach-ins; and first year university students developing multimodal texts to convey personal beliefs and societal norms. 

We invite you to look closely and take inspiration from these rich examples of student work and teacher discussions.

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