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able to create deeper and more intrinsic connections with their compositions and learn to
value the ownership of their own ideas and creative thoughts. Approached in this
manner, writing becomes more of a creative and liberating activity than just an
assignment.
I encourage collaborative writing strategies both inside and outside the classroom
to help students benefit from collaborative learning and also to enable them to benefit
from their peers skills and ideas. I emphasize to all my students the precept that an
effective essay develops from a process; it becomes a final draft only after multiple drafts
and active peer reviews and individual revisions have occurred.
My classroom experiences and recent research continue to prove that learning
technologies and online courseware support students collaborative learning and also
enable them to engage more deeply in the writing process. This active engagement in
online courseware works equally for writers in onsite and online classes. Engaging in the
writing process online and collaboratively through digital courseware and learning
platforms, such as Blackboard, WIMBA, or Google Docs, to name several, are writing
activities that continue to be rewarded by improvements in my students writing levels.
When students write in virtual spaces, they are engaged in the process of writingand
their writing then becomes part of a collaborative enterprise where others can critique and
participate in this process. For this reason, I will certainly continue to develop teaching
strategies that take advantage of the benefits that digital learning platforms provide, and I
will share my more successful ideas and ongoing research with colleagues.
College English instructors possess the unique opportunity and responsibility to
make the future a better place for their students. They should impart a vision to their