ÐÏࡱá>þÿ †ˆþÿÿÿ„…ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á)` ø¿bjbjóêóê .0‘€‘€ÿÿÿÿÿÿ¤âââââââjÄ6+6+6+6+$Z+4. àjš+š+š+š+š+u,&›, §,B D D D D D D $-¢h•¤zh âÀ0u,u,À0À0h ââš+š+Û} �1�1�1À0âš+âš+B �1À0B �1�1‚xˆ„ââ莚+Ž+ pOTr)lÎ6+Ö0"üŠFB “ 0àB‹¦¥ø0‚¥ŒèŽèŽj ¥âR˜ð¯,Í-Ì�1™.¤=/ƒ¯,¯,¯,h h z1¯,¯,¯,àÀ0À0À0À0. . . „²„. . . ²öD:,fââââââÿÿÿÿ COMPUTER-WRITING PEDAGOGY FOR THE INEXPERIENCED AND DEVELOPMENTAL WRITER GOALS FOR THE INEXPERIENCED OR DEVELOPMENTAL STUDENT: TO BECOME AN ACTIVE, ENGAGED, RESOURCEFUL, AND INDEPENDENT … LEARNER RESEARCHER READER WRITER TO WRITE A THESIS PAPER REFLECTING PURPOSE, EXPLORATION, INFORMATION LITERACY, CLARIFICATION, AND REVISION. CHALLENGES OF THESIS WRITING, WHILE THE STUDENT LEARNS SENTENCE CONSTRUCTION: INFORMATION LITERACY RESEARCH READING ANNOTATING COMPREHENSION DEVELOPING AN INFORMED VIEWPOINT DIRECT/INDIRECT QUOTES IN-TEXT CITATIONS WORKS CITED PAGE REVISING EDITING ASSUMPTIONS: STUDENT’S ON-LINE DRAFT BECOMES THE PRIMARY TEXT FOR DEVELOPMENT, REVISION, AND EDITING. ONE-ON-ONE PACED INSTRUCTION ENABLES THE INSTRUCTOR TO ADDRESS THE FOLLOWING: THE STUDENT’S INDIVIDUAL LEARNING ABILITIES AND NEEDS. THE WIDE RANGE OF SKILLS INVOLVED IN LEARNING HOW TO WRITE, USE INFORMATION LITERACY, AND READ. COMPUTER-WRITING IS ENGAGING AND INTERACTIVE AND ALLOWS FOR MORE EFECTIVE CLASSROOM MANAGEMENT AND ONE-ON-ONE INSTRUCTION. IMMERSED IN ONE-ON-ONE INSTRUCTION, WRITING, INFORMATION LITERACY, AND READING, THE STUDENT BECOMES AN ACTIVE, ENGAGED, AND INDEPENDENT LEARNER. COMPUTER-WRITING ENABLES THE STUDENT TO LEARN AND INTEGRATE INFORMATION LITERACY, READING, & COMPUTER-WRITING. DESPITE COLLEGE-LEVEL ASSIGNMENTS, THE GOAL IS ACHIEVING LITERACY AND MINIMAL COMPETENCIES. A PURPOSEFUL COMPUTER-WRITER IS A FLUENT AND CLEARER WRITER—ESPECIALLY AT THE SENTENCE LEVEL. FOUR SCENARIOS IN THE COMPUTER-WRITING CLASSROOM: STUDENT IS GUIDED THROUGH WRITING STAGES: PRE-WRITING PLANNING DRAFTING REVISING EDITING STUDENT IS GUIDED THROUGH READING STAGES: PRE-READING READING, QUESTIONING, AND COMPREHENDING UNDERLINING AND ANNOTATING SYNTHESIZING, RELATING, AND APPLYING STUDENT RECEIVES ONE-ON-ONE PACED INSTRUCTION. THE STUDENT LEARNS AND INTEGRATES WRITING PROCESS, INFORMATION LITERACY, AND READING PROCESS. BENEFITS OF COMPUTER-WRITING AND INFORMATION LITERACY: SCREEN INSTANTLY ENGAGES THE STUDENT. EASE AND SPEED IN DRAFTING, REVISING AND EDITING. STUDENT DISCOVERS ON-LINE SIGNIFICANCE AND RELEVANCE: STUDENT BECOMES CURIOUS ABOUT AN IDEA. STUDENT EXPANDS AND DEVELOPS AN IDEA. STUDENT INTUITS, BRAINSTORMS, SYNTHESIZES, AND DRAFTS. STUDENT LEARNS TO SEARCH AUTHORITATIVE INFORMATION AND TEXTS. STUDENT PRINTS AND ANNOTATES READABLE ARTICLES OF PERSONAL INTEREST. FOR EXAMPLE, CQ RESEARCHER & PROCON.ORG PROVIDE OPPOSING VIEWPOINTS AND TIME-LINES THAT ENABLE THE STUDENT TO BRAINSTORM A TOPIC OR ISSUE. STUDENT CAN THEN DEVELOP A POINT OF VIEW AND THESIS. STUDENT BECOMES IMMERSED IN RESEARCH, READING, BRAINSTORMING, THINKING, DRAFTING, REVISING, AND EDITING. STUDENT LEARNS TO INTEGRATE RESEARCH, READING, AND WRITING. INSTRUCTOR CAN IMMEDIATELY PROVIDE ONE-ON-ONE PACED INSTRUCTION TO ADDRESS A RANGE OF SKILLS AND STUDENT’S LEARNING ABILITIES AND NEEDS. INSTRUCTOR CAN IMMEDIATELY PROVIDE POSITIVE REINFORCEMENT TO MAXIMIZE AND RETAIN STUDENT LEARNING. STUDENT’S ON-LINE DRAFT BECOMES THE PRIMARY TEXT FOR DEVELOPMENT, REVISION, AND EDITING. STRATEGIES AND PRACTICES: VALIDATE THE STUDENT’S DEGREE OF LITERACY. GUIDE AND PACE STUDENT THROUGH ACHIEVABLE READING AND WRITING STRATEGIES. STUDENT SURFS THE NET TO EXPLORE AND DEVELOP A CLAIM. USING THE FOLLOWING STRATEGIES, THE STUDENT USES PRIOR KNOWLEDGE AND PRELIMINARY ON-LINE RESEARCH TO FREE WRITE PARAGRAPHS: PLACE A HUMAN FACE ON THE ISSUE. CITE A MAJOR MEDIA EVENT. PROVIDE AN ANECDOTE FROM PERSONAL EXPERIENCE. STUDENT DEVELOPS VOICE--TAKES PRIMARY RESPONSIBILITY FOR THE DRAFT--AND WILLINGLY ARGUES A CONVICTION OR THESIS. DRAFTING, STUDENT INTUITS SEARCH WORDS FOR RESEARCH. STUDENT USES COMPUTER TO PRINT AND ANNOTATE ARTICLES RESPONDING TO QUOTES, STUDENT DRAFTS OR RE-THINKS TOPIC AND SUPPORTING SENTENCES—A PROCESS FOSTERING REVISION. STUDENT GRADUALLY BUILDS ON NEWLY-ACQUIRED COMPETENCIES. STUDENT FOCUSES ON DRAFTING AND REVISING, NOT EDITING. STUDENT PARTICIPATES IN PERIODIC 3-5 MINUTE ONE-ON-ONE CONFERENCES WITH THE INSTRUCTOR. INSTRUCTOR QUESTIONS THE STUDENT’S UNCLEAR SYNTAX UNTIL THE STUDENT EXPLAINS AND CLARIFIES THE COMPLETE SENTENCE. 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