The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are 3 major goals for this module.

1. Introduce and describe research-based practices in writing instruction.



2. Provide teachers with technology-based methods designed to meet the needs of diverse learners.



3. Provide teachers with opportunities to integrate knowledge gained in the lessons and through Internet resources that may enhance their writing instruction.

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Recursive & Collaborative Process
   1. Introduction
      1. Purpose of lesson
      2. Research to practice
      3. Research on effectiveness
      
      
   2. Instruction in writing
      1. Product Model
      2. Process Model
      3. Technology Enhanced Model
      4. Connectivity Model
      
      
   3. From research to practice
      1. Research in progress
      2. Integrating & implementing writing research matrix
      3. Tips for teachers
      
      
   4. Conclusion
   
   
2. Prewrite, Compose, & Edit
   1. Introduction
      1. Recursive nature of writing
      2. Purpose of lesson
      
      
   2. Prewriting
      1. Strategies
      2. Technology
      3. Tips for teachers
      
      
   3. Drafting
      1. Skills
      2. Development
      3. Differences
      4. Benefits
      5. Tips for teachers
      
      
   4. Revising
      1. Changes text
      2. Problems in text revision
      3. Facilitation
      4. Word processors
      
      
   5. Editing
      1. Characteristics
      2. Spell and grammar checkers
      3. Problems
      4. Solutions
      5. Tips for Teachers
      
      
   6. Conclusion
   
   
3. Design, Present, & Publish
   1. Introduction
      1. Critical writing process stage
      2. Teacher-focus to product- and audience-focus
      3. Expanding audiences with technology
      
      
   2. Interpersonal exchanges with multimedia
      1. Desktop publishing
      2. Presentation applications
      3. Tips for Teachers
      
      
   3. E-mail driven interpersonal exchanges
      1. E-mail as learning tool
      2. Classroom applications
      3. Tips for teachers
      
      
   4. Conclusion
   
   

MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29, 344-354.

Tinzman, M. B., Jones, B. F., Fennimore, T. F., Bakker, J., Fine, C., & Pierce, J. (1990). What is the collaborative classroom? Oak Brook, IL: North Central Regional Educational Laboratory [Online]. Available: http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm

Troia, G. A., Graham, S., & Harris, K. R. (1999). Teaching students with learning disabilities to mindfully plan when writing. Exceptional Children, 65, 235-252.

Wong, B. Y. L. (1997). Research on genre-specific strategies for enhancing writing in adolescents with learning disabilities. Learning Disability Quarterly, 20, 140-159.

Woodward, J. & Rieth, H. (1997). A historical review of technology research in special education. Review of Educational Research, 67, 503-536.