Featuring a range of better practices related to online writing instruction (OWI) and assessment, this edited collection offers instructors and writing program administrators theoretically grounded approaches from teacher-scholars of online writing. First, the contributors highlight what instructors have been doing in online and hybrid writing classrooms, pointing to innovative theoretical trends in the scholarship of online writing studies and related position statements. Second, they provide access to instructional materials that can be immediately adapted for local contexts, offering a starting point for enacting better practices in OWI. Third, they offer writing program administrators useful perspectives on professional development and curriculum design. Better Practices expands the conversation about online learning and writing studies, providing an opening for educators to come together to explore what it means to teach writing in ways that involve online real-time, online anytime, and hybrid writing courses.

Featuring a range of better practices related to online writing instruction (OWI) and assessment, this edited collection offers instructors and writing program administrators theoretically grounded approaches from teacher-scholars of online writing. First, the contributors highlight what instructors have been doing in online and hybrid writing classrooms, pointing to innovative theoretical trends in the scholarship of online writing studies and related position statements. Second, they provide access to instructional materials that can be immediately adapted for local contexts, offering a starting point for enacting better practices in OWI. Third, they offer writing program administrators useful perspectives on professional development and curriculum design. Better Practices expands the conversation about online learning and writing studies, providing an opening for educators to come together to explore what it means to teach writing in ways that involve online real-time, online anytime, and hybrid writing courses.

Featuring a range of better practices related to online writing instruction (OWI) and assessment, this edited collection offers instructors and writing program administrators theoretically grounded approaches from teacher-scholars of online writing. First, the contributors highlight what instructors have been doing in online and hybrid writing classrooms, pointing to innovative theoretical trends in the scholarship of online writing studies and related position statements. Second, they provide access to instructional materials that can be immediately adapted for local contexts, offering a starting point for enacting better practices in OWI. Third, they offer writing program administrators useful perspectives on professional development and curriculum design. Better Practices expands the conversation about online learning and writing studies, providing an opening for educators to come together to explore what it means to teach writing in ways that involve online real-time, online anytime, and hybrid writing courses.