Abstract
This study demonstrates the impact asynchronous discussion boards had on cross-college preservice teachers writing and writing instruction understanding. Participants from two universities in writing methods courses participated in discussion boards to learn about writing instruction. Students in the groups not only asked higher-level depth of knowledge questions to each other, but they also began to focus their responses and comments about their future teaching and instructional practices. Students built a stronger community of writers than students in previous courses that read, responded, and replied to peers.
Recommended Citation
Knight, Jennifer A. and Block, Meghan K.
(2019)
"Writing Across Campus: Using Authentic Writing Experiences to Help Pre-Service Teachers Learn to Teach Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 7:
Iss.
1, Article 5.
Available at:
https://scholarworks.wmich.edu/wte/vol7/iss1/5