By focusing on being Personal, Accessible, Responsive, and Strategic (PARS), this book explores the complexities and anxieties associated with online writing instruction (OWI). The PARS approach is an innovative way to self support your own online writing instruction and/or provide support for your OWI faculty. This collection offers extensive examples of how to create personal assignments, syllabi, and learning spaces that connect with students while teaching you how to be accessible and craft accessible documents and spaces. The contributors assert that when you create an online writing course, you're crafting a user experience. With this in mind, they encourage you to be strategic in planning and teaching your online courses as you continually iterate your course design and teaching practices in an effort to create a better user experience for everyone.
Together, Borgman and McArdle are creators of
The Online Writing Instruction Community, a website and social media group dedicated to collecting and sharing online writing instruction resources. They coauthored a book which was released in the fall of 2019 titled
Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors, which is based on their PARS approach to online writing instruction. They host professional development workshops on online writing instruction and the PARS approach.
By focusing on being Personal, Accessible, Responsive, and Strategic (PARS), this book explores the complexities and anxieties associated with online writing instruction (OWI). The PARS approach is an innovative way to self support your own online writing instruction and/or provide support for your OWI faculty.
| Foreword: Turning Research into Practice |
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| Introduction: PARS and Online Writing Instruction |
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| Glossary |
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Chapter 1 Online Writing Instructors as Strategic Caddies: Reading Digital Landscapes and Selecting Online Learning Tools |
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Chapter 2 My Online Instruction Mulligan: How PARS Transformed My Technical Writing Community College Course |
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Chapter 3 Strategic, User-Centered Design for a Globally Distributed, Condensed Format, Online Graduate Course |
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Chapter 4 The Literacy Load is Too Damn High! A PARS Approach to Cohort-Based Discussion |
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Chapter 5 People, Programs, and Practices: A Grid-Based Approach to Designing and Supporting Online Writing Curriculum |
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Chapter 6 Finding the Sweet Spot: Strategic Course Design Using Videos |
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Chapter 7 Designing a More Equitable Scorecard: Grading Contracts and Online Writing Instruction |
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Chapter 8 Not a Laughing Matter: Creating a Humor-Centric User Design in OWI |
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Chapter 9 Confronting Ableist Texts: Teaching Usability and Accessibility in the Online Technical Writing Classroom |
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Chapter 10 Negotiating the Hazards of the "Just-in-Time" Online Writing Course |
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Chapter 11 Create, Support, and Facilitate Personal Online Writing Courses in Online Writing Programs |
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Chapter 12 Using PARS to Build a Community of Practice for Hybrid Writing Instructors |
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Chapter 13 Preparing Graduate Students and Contingent Faculty for Online Writing Instruction: A Responsive and Strategic Approach to Designing Professional Development Opportunities |
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Chapter 14 Online Writing Instructors as Web Designers: Tapping into Existing Expertise |
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Chapter 15 PARS for the Course: Using PARS to Teach PARS in an Online Graduate Seminar |
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Section 4 User Experience (UX) |
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Chapter 16 The Bottom End: Transposing Online Bass Lessons to Online Writing Instruction |
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Dylan "Too Fresh" Retzinger |
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Chapter 17 Ensuring High-Quality Student User Experiences: PARS and the Technical Communication Online Writing Class |
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Chapter 18 Usability Testing for OWI Instructors |
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Chapter 19 Aiming for the Sweet Spot: A User-Centered Approach to Migrating a Community-engaged Course Online |
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Chapter 20 PARSing out the Course: User-centered Design through HyperDocs in Online Writing Instruction |
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Kathleen Turner Ledgerwood |
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| Conclusion: Moving Day! |
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| Afterword: Re-Mapping the Global Context for Online Education |
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| Contributors |
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Jessie Borgman has taught both face-to-face and online since 2009. She has multiple published articles and book chapters and has presented at several conferences including, CCCCs, C&W, and TYCA. Her research interests include online writing instruction, user experience, instructional design, genre studies, two-year colleges and writing program administration.
Casey McArdle is assistant professor in the Department of Writing, Rhetoric, and American Cultures at Michigan State University. He teaches in the Writing Program, the Professional and Public Writing Program, and Experience Architecture Program. He has several publications and conference presentations that focus on online interaction via academic, professional, and social spaces. His research interests examine digital rhetoric, social media, leadership, online writing instruction, web development, experience architecture, user experience, rhetorical theory, and instructional design.
