Save this page to your DEL.ICIO.US account and TAG it there
ESL_Home: CALL resources main page | Site Index
About: Vance | Vance's papers and presentations

ESL Skill Areas: Writing and the Internet

Navigation: Writing in a multiliterate flat world: Lecture 1 | Lecture 2 | Lecture 3 | Recommended books
San Sebastian 2007 Course Moodle:
Basics | Collaboration | Publishing | Resources and bibliograpy | Teacher intitiatives | back to 2003

I was invited to give 3 talks (on Internet electronic writing, on-line learning to write, and electronic approach to language learning -focus on writing) from 11th-13th July 2007 as part of a longer course "Learning to write in a global and plurilingual world" during the XXVI Summer Courses of the University of the Basque Country in San Sebastian, Spain: I am recording the lectures and they can be retrieved in the archives or July 11-13, 2007 here:

Writing in a Multiliterate Flat World

Multiliterate approaches to writing and collaboration through social networking

Facilitated by Vance Stevens Petroleum Institute, Abu Dhabi, UAE

If you are participating in this course, please take the survey at the course Moodle

Lecture 1: Multiliteracies and the changing landscape of communication in a world where we are the arbiters of what gets published Internet, electronic genre and writing; Date and time of delivery: July 11, 2007, 10:15 GMT (12:15 in San Sebastian, and for the time where you are:

150 word abstract: Several analogical literacy practices have migrated to Internet. Now common genres of writing are emails,wikis, blogs, chats or web pages, and more. We not only read on a screen and write with the keyboard and mouse, but we are expected, now and in the future, to understand, find, analyse, critique, organize, and assimilate information from numerous other media besides. Furthermore, we are expected to create and communicate appropriately in numerous and often only just emerging media genres. How has Internet changed literacy practices? Which are the most relevant electronic genres in L2 learning, why, and how can we use them? To address these questions I draw from an online course I teach annually for the TESOL Certificate Program: Principles and Practices of Online Teaching, where I address the many issues involved and provide a plethora of links in many media modalities to provoke your thinking on the subject.

This course is being revised with the summer sessions in San Sebastian as primary audience temporarily, to be shifted to TESOL participants in September:

Lecture 2: Web 2.0 and Social Networking: What you need to know about these concepts to get your students collaborating online, using tags, rss, and aggregation; Date and time of delivery: July 12, 2007, 10:15 GMT (12:15 in San Sebastian, and for the time where you are:

150 word abstract - L2 and L1 writing courses increasingly incorporate Internet and on line learning activities as part of the syllabus and teaching materials. How does this change our teaching practices, and which free and collaborative online tools can be most appropriately applied in online and blended-learning courses? Here I will focus on freely available Web 2.0 tools and how they can promote collaboration in the context of social networking. In general we will cover the key concepts of RSS, tagging, and aggregation. More specifically we will see how Web 2.0 tools and applications such as blogs, podcasts, photo repositories, and a variety of other tools capable of creating artifacts on the Internet can be aggregated and harvested as learning objects that promote and augment communication and collaboration online, and promote writing through giving students interesting and meaningful ideas to write about, as well as providing them with audiences for their ideas

Resource There is more information about RSS and Aggregation here:

Lecture 3: Putting the forces in motion: Applying technology to foster writing through motivating online environments; Date and time of delivery: July 13, 2007, 10:15 GMT (12:15 in San Sebastian, and for the time where you are:

182 word abstract - Technology affords powerful resources to help us teach writing, as with collaboration projects involving blogs, wikis, Google docs and mapping tools perhaps in convergence with online writing labs or multi-user virtual environments and even lower-level spelling software, readability analysis systems, automatic assisted translation, text corpora, etc. How can we use these resources and with what implications for writing online? I will focus on an aspect whose widespread use is only just emerging, and which I have found requires some training in teachers and learners, i.e. how tagged learning objects are aggregated in a way that encourages collaboration which in turn elicits writing. Specifically, I will report on the Writingmatrix project, established to pursue exactly this question. In this project students from different parts of the world tagged their individual postings and through these tags found one another while heightening their own experience in tutored writing. We will hear how the teachers in the project implemented it in their classes, how their students reacted, and what this technique suggests for the teaching of writing over the Internet in the 'near and now' future.

Books recommended for the writing course

Other resources for the course in Spain, July 2007


Digital Storytelling

Wesley Fryer: Podcast30: The Case for Digital Storytelling

Wesley Fryer: Podcast112: Collaborative Digital Storytelling with Memory Miner

Wesley Fryer: Podcast 120: Using Flickr and Bubbleshare for Digital Storytelling and Collaborative Projects

Second Life

Who's on Second - Episode Eleven - Hypertext in the Memory Palace - Richard Smyth

Here are some resources, to be teased into topics later

Navigate this page

Navigate this page

References from Geoff Lawrence presentation at TESOL 2007 (Seattle)

Navigate this page

Navigate this page
Resources and bibliography

Navigate this page
Teacher initiatives

Navigate this page
The process of writing is at some points inseparable from the topic of collaboration on the web, which is the focus of another page in this project. Revisiting these pages now, Jan 2003, I find that there is much overlap which I'm not sure at the moment how to resolve (thinking about it ...)

Writing Software

Common Space

Publishing: a means of fixing on an audience

Feedback on student writing

Word Processors: As of 2002 there has been a lot of attention to the comments and other features of Microsoft Word in providing feedback for student writing: e.g. the callouts, or notes, the voice annotations in Word 2000; Track Changes (Tools > menu)


Markin is a shareware program for marking work which is submitted as text data, for example via email or as a word-processed document. It was developed as a marking system for courses supplied via the internet, and can produce marked work in the form of HTML files, which can be viewed using a world-wide web browser.

Some links:

Poetry in Motion: (accessed January 9, 2007) and recommended in a posting to TESLCA-L March 22, 2001: 2

If all else fails, click here: Why learn to write when you can cheat!

Use the navigation at the top of this page or your browser's BACK button to return to a previous page

For comments, suggestions, or further information on this page, contact Vance Stevens, page webmaster.

Last updated: January 12, 2008 - 18:30 UTC

Copyright 2007 by Vance Stevens
under Creative Commons License:

January 10, 2007

Mirrors: This page is available at: