I do not currently teach any fully-online or hybrid courses yet, so this was my imagined lesson for an online English 100 course. I’ve done my best to translate my onsite pedagogy into the online realm (à la Warnock, of course!).
…and I just realized I was a little out of order near the end there. My apologies! Thanks for watching!
By the way, this sample lesson only leads up to the rough draft. After this, there would be guided and mentored peer views in groups of 4-5 students via a chat session, individual conferences with me (zoom, or skype, or chat), and two or three more activities before submitting the final draft. To keep my lesson plan “low stakes” (Warnock 165), just as I allow in my onsite courses, I’d give students the opportunity to revise for a higher score after receiving their final paper back. The benefit of low-stakes writing is students have the chance to work with their writing to create as polished a product as they want. Nobody catches every single error the first, second, or even third time around. If we teach the writing process as recursive, then why would our demands be linear? The only stipulation I make is they meet with me during an office hour appointment–online this would be in a synchronous chat session–to discuss a “revision plan”. This plan is a collaborative effort between the two of us outlining what they’ll be focusing on and why, thus reducing the temptation to merely fix up commas and sentence run-ons :-).
Some of the links I refer to in my video:
The Prezi on using SOAPSTone within the Rhetorical Situation
King George VI’s Radio Address Google Doc with Comments Enabled