The College Writing Toolkit - Tried and Tested Ideas for Teaching College Writing - Martha C. Pennington

The College Writing Toolkit - Tried and Tested Ideas for Teaching College Writing - Martha C. Pennington

17. Scavenger Hunt: A Model for Digital Composing Processes

The College Writing Toolkit - Tried and Tested Ideas for Teaching College Writing - Martha C. Pennington

Sally Chandler [+-]
Kean University
Sally Chandler (PhD, Wayne State University) teaches composition, digital rhetoric, and creative nonfiction at Kean University in Union, New Jersey. Her research interests include communication across difference, ethnographic and feminist methods for research and teaching, and digital literacies. Recent work has appeared in Computers and Composition, Composition Studies, Oral History, Feminist Teacher, and in Digital Writing Research: Technologies, Methodologies, and Ethical Issues (2007).
Mark Sutton [+-]
Kean University
Mark Sutton (PhD, University of South Carolina) is an Assistant Professor of Writing at Kean University in Union, New Jersey, where he coordinates the College Composition program. His doctoral emphasis in English was on Composition and Rhetoric, and his research interests focus on pedagogy, particularly collaborative writing, basic writers, and professional development. He has published articles in Issues in Writing, LORE, Research and Practice in Developmental Education, and Composition Studies.

Description

Sally Chandler and Mark Sutton, in “Scavenger Hunt: A Model for Digital Composing Processes,” present an online Scavenger Hunt as a way to help students learn to manage composing in digital environments. Working with first-year university students, they use the Hunt as an early assignment both to develop students’ ability to utilize course management software and to socialize them into the skills and practices they will need in order to learn effectively in digital spaces. Chandler and Sutton describe a cluster of writing related activities in the Scavenger Hunt, such as reading critically, gathering information, giving and receiving feedback, and responding to writing prompts. They stress collaborative learning as a key part of this activity, since one of its intended learning outcomes is to encourage “thinking about writing as intimately tied to social processes.” This assignment continues to evolve as the authors respond to student behaviors and comments and to changes in the needs and abilities of students from year to year.

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Citation

Chandler, Sally; Sutton, Mark. 17. Scavenger Hunt: A Model for Digital Composing Processes. The College Writing Toolkit - Tried and Tested Ideas for Teaching College Writing. Equinox eBooks Publishing, United Kingdom. p. 315-326 Jun 2011. ISBN 9781845534530. https://www.equinoxpub.com/home/view-chapter/?id=25922. Date accessed: 26 Sep 2021 doi: 10.1558/equinox.25922. Jun 2011

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