Bringing together writing tool design, writing analytics and writing pedagogy

The evolution of digital technologies and the writing tools that have subsequently been developed from them opened the way for the emergence of writing analytics as a field of academic research. Within digital writing tools, writing analytics are used to gather and analyze data for research, and to provide automated feedback for writers and insights for instructors. Writing analytics methods and tools can help improve our understanding of writing processes and products. Current reviews of digital writing tools show that much of what writing analytics has to offer has been garnered for the purposes of automating evaluation and scoring, leaving an application gap for writing tools that support pedagogies aiming to develop effective writing strategies. Building upon the development of writing analytics methods and tools can help future tool designs to better support effective writing pedagogy and practice, and suggest future foci for writing analytics advancement. This proposed workshop aims to bring together writing pedagogy researchers, writing instructors, writing tool developers, and writing analytics specialists in order to explore the potential contributions of their respective fields in the development of effective digital writing environments, and also to provide a forum for the planning of future collaborative works

Advances in Writing Analytics: Mapping the state of the field

Writing analytics as a field is growing in terms of the tools and technologies developed to support student writing, methods to collect and analyze writing data, and the embedding of tools in pedagogical contexts to make them relevant for learning. This workshop will facilitate discussion on recent writing analytics research by researchers, writing tool developers, theorists and practitioners to map the current state of the field, identify issues and develop future directions for advances in writing analytics

EATAW 2021

Two years have gone by, and it is time for us to meet again. Because the EATAW conference alternates with the conference of the European Writing Centers Association (EWCA), our plan had been to build on EWCA’s theme of “empowerment” in writing centers planned for the meeting in Graz in 2020. However, the covid-19 pandemic hit and EWCA could not take place. A year later, it was far from clear whether EATAW could take place, or in which form. We debated this a great deal, asked you all in a survey and then decided to go online, crossing our fingers that enough people would register. And here we are, ready to see you virtually on July 7 and 8, 2021 and still connect to EWCA intentions with our theme “The residence of writing and writing support.” If you are wondering about the connection of this theme to empowerment, we were thinking that the various forms and approaches in writing support and writing centers depend on where the support comes from and who provides it. Even though EWCA caters to writing center practitioners and EATAW to teachers, we all deserve to pause and revisit the foundations. More specifically, we should ask seemingly simple questions, some of which have been here for decades but may still be unanswered in certain contexts and/or in contexts that keep changing, such as the following: Who are we? • Who are we as teachers of academic writing? • What do we need to know directly to support academic writers at any level? • What else do we need to know to teach academic writers so that they can prosper? Where do we work? • Where DOES, SHOULD, and COULD writing support reside? • What are the different models universities have to support writing? • How is writing support defined? What is our field? • (How) has academic writing become a field? • How do we know? • How has teaching of writing made a difference in your contexts? How do technologies help us? • How digital are we? • How are we affected by the impact of technologies? • What has the pandemic taught us about the technologies? Who are other stakeholders in academic writing support? • How do libraries approach/support academic writing? • What is the role of journal editors, publishers, and reviewers? • Who have we lost, and what new partnerships have we made? Moreover, our theme explores the essence of our work and professional identity in an unprecedented time of the covid-19 outbreak that has put more things in motion than we could have ever imagined. Therefore, we added the question of: What has changed recently? • How has the residence of writing support changed as we have shifted to working remotely? • What have the quarantines taught us about the particular nature of proximity? • What have we lost/gained? We very much appreciate the wide interest of the EATAW community in the topics. We invite you to view this time as an opportunity for self-reflection and exploration of new things, and we are excited to see so many fascinating responses to the theme. Welcome to EATAW Conference 2021 and enjoy.Ostrav

Digital writing technologies in higher education : theory, research, and practice

This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field. In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing

A Pedagogical Approach to Learning

This portfolio is a collection of four projects that represent a collective study in multiple modes and methods of pedagogical approaches relevant to the modern paradigm of the field of education. Though not originally written with the intention of being unified under a single theme, as the portfolio was being assembled a cohesion emerged among the four projects stemming from their shared emphasis on pedagogical applications. Each of the four projects is an effort to explore a unique perspective regarding a particular concept or aspect of the field of education, or to address an issue in a unique way organic to my own pedagogical approaches and methodologies

American Studies 2015 APR Self-Study & Documents

UNM American Studies APR self-study report, review team report, response to review report, and initial action plan for Spring 2015, fulfilling requirements of the Higher Learning Commission

Suffolk University Academic Catalog, College of Arts and Sciences and Sawyer Business School, 2019-2020

This catalog contains information for the undergraduate programs in the College of Arts and Sciences and the Sawyer Business School. The catalog is a captured pdf version of the Suffolk website, so some pages have repeated information and many links in the document will not work. The catalog is keyword searchable by clicking ctrl+f. A-Z course descriptions are also included, with lists of CAS and SBS courses starting on page 1258. Please contact the Archives if you need assistance navigating this catalog or finding information on degree requirements or course descriptions.https://dc.suffolk.edu/cassbs-catalogs/1181/thumbnail.jp