Rethinking the Teaching of Writing in an Era of Remote Learning: Lessons Learned from a Local Site of the National Writing Project

As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a local writing project site were compelled to make their practice public, sharing conversations about what remote learning and the teaching of writing could look like through a series of eight webinars and, subsequently, an open institute in the summer of 2020. Built on principles of the National Writing Project including openness, flexibility, and an inquiry-driven stance toward professional learning, the work of this site’s director and teacher leaders is described as they worked together to think about issues of equity and access, socio-emotional learning, and engaging their students in substantive learning activities using digital writing tools. Concluding with a call to action for empowering teacher leaders and continuing to rethink the ways in which writing can be taught during the 2020-21 academic year and beyond, this essay is a personal reflection on one site director’s experience leading other teachers in an era of pandemic pedagogy

Beyond single modes and media : writing as an ongoing multimodal text production

In this chapter, we focus on new, hybrid forms of text production and their research. We start from the practical example of Wikipedia, and the ways in which articles are developed quickly and then refined over time by Wikipedians (Part 1). This approach illustrates transitions from a narrow to a broader orientation in writing research (2). We then develop a framework for the state-of-the-art analysis of writing as a focused and incidental, by-the-way activity of producing editable and storable multimodal communication offers (3). Within this framework, challenges for and controversial issues of contemporary writing research can be identified (4). This allows us to outline what such research can contribute to Applied Linguistics (5) and to sketch a related research roadmap (6). Finally, in the reference section, we list key publications that explain writing research beyond single modes and media (7)

Teaching Peer Feedback as Ethical Practice

Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another

A Note On Fixed-point Theorems

In an earlier note, S. P. Singh gave an extension of a theorem of Brosowski in a normed linear space setting. Variants of this theorem are considered in the context of strictly convex, reflexive, and inner product spaces. © 1982

A Note On T, Topologies

Let t be a T. topology for a set X. The problem of representing t as the lattice product (intersection) of stronger topologies is considered. © 1974 American Mathematical Society

Embedding Discrete Flows On R In A Continuous Flow

The problem of determining when a given discrete flow on a topological space is embeddable in some continuous flow was mentioned by G. R. Sell ( Topological Dynamics and Ordinary Differential Equations, Van Nostrand, New York, 1971) in his book on topological dynamics. In this book, the theory of generalized dynamical systems is exploited in the qualitative study of differential equations. Even more complicated is the problem of simultaneously embedding two or more discrete flows in a single continuous flow. We examine both of these problems when the underlying topological space is the space R of the real numbers. © 1980