PARS in Practice: More Resources and Strategies for Online Writing Instructors

Contents 20 entries

1. 1
   Chapter 1. Online Writing Instructors as Strategic Caddies: Reading Digital Landscapes and Selecting Online Learning Tools

   Kristy Liles Crawley

   pp. 19-29 DOI: 10.37514/pra-b.2021.1145.2.01
2. 2
   Chapter 2. My Online Instruction Mulligan: How PARS Transformed My Technical Writing Community College Course

   Thomas M. Geary

   pp. 31-45 DOI: 10.37514/pra-b.2021.1145.2.02
3. 3
   Chapter 3. Strategic, UserCentered Design for a Globally Distributed, Condensed Format, Online Graduate Course

   Mary K. Stewart

   pp. 47-69 DOI: 10.37514/pra-b.2021.1145.2.03
4. 4
   Chapter 4. The Literacy Load is Too Damn High! A PARS Approach to Cohort-Based Discussion

   Alex Sibo

   pp. 71-81 DOI: 10.37514/pra-b.2021.1145.2.04
5. 5
   Chapter 5. People, Programs, and Practices: A Grid-Based Approach to Designing and Supporting Online Writing Curriculum

   Allegra Smith; Libby Chernouski; Bianca Batti; Alisha Karabinus; Bradley Dilger

   pp. 83-96 DOI: 10.37514/pra-b.2021.1145.2.05
6. 6
   Chapter 6. Finding the Sweet Spot: Strategic Course Design Using Videos

   Christine I. McClure; Cat Mahaffey

   pp. 101-117 DOI: 10.37514/pra-b.2021.1145.2.06
7. 7
   Chapter 7. Designing a More Equitable Scorecard: Grading Contracts and Online Writing Instruction

   Angela Laflen; Mikenna Sims

   pp. 119-139 DOI: 10.37514/pra-b.2021.1145.2.07
8. 8
   Chapter 8. Not a Laughing Matter: Creating a HumorCentric User Design in OWI

   Nitya Pandey

   pp. 141-151 DOI: 10.37514/pra-b.2021.1145.2.08
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   Chapter 9. Confronting Ableist Texts: Teaching Usability and Accessibility in the Online Technical Writing Classroom

   Cynthia Pengilly

   pp. 153-166 DOI: 10.37514/pra-b.2021.1145.2.09
10. 10
    Chapter 10. Negotiating the Hazards of the �Just-in-Time� Online Writing Course

    Theresa M. Evans

    pp. 167-180 DOI: 10.37514/pra-b.2021.1145.2.10
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    Chapter 11. Create, Support, and Facilitate Personal Online Writing Courses in Online Writing Programs

    Rhonda Thomas; Karen Kuralt; Heidi Skurat Harris; George Jensen

    pp. 185-207 DOI: 10.37514/pra-b.2021.1145.2.11
12. 12
    Chapter 12. Using PARS to Build a Community of Practice for Hybrid Writing Instructors

    Lyra Hilliard

    pp. 209-223 DOI: 10.37514/pra-b.2021.1145.2.12
13. 13
    Chapter 13. Preparing Graduate Students and Contingent Faculty for Online Writing Instruction: A Responsive and Strategic Approach to Designing Professional Development Opportunities

    N. Claire Jackson; Andrea R. Olinger

    pp. 225-242 DOI: 10.37514/pra-b.2021.1145.2.13
14. 14
    Chapter 14. Online Writing Instructors as Web Designers: Tapping into Existing Expertise

    Jason Snart

    pp. 243-254 DOI: 10.37514/pra-b.2021.1145.2.14
15. 15
    Chapter 15. PARS for the Course: Using PARS to Teach PARS in an Online Graduate Seminar

    Lydia Wilkes

    pp. 255-272 DOI: 10.37514/pra-b.2021.1145.2.15
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    Chapter 16. The Bottom End: Transposing Online Bass Lessons to Online Writing Instruction

    Dylan Retzinger

    pp. 277-292 DOI: 10.37514/pra-b.2021.1145.2.16
17. 17
    Chapter 17. Ensuring High-Quality Student User Experiences: PARS and the Technical Communication Online Writing Class

    Guiseppe Getto

    pp. 293-303 DOI: 10.37514/pra-b.2021.1145.2.17
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    Chapter 18. Usability Testing for OWI Instructors

    Joseph Bartolotta

    pp. 305-315 DOI: 10.37514/pra-b.2021.1145.2.18
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    Chapter 19. Aiming for the Sweet Spot: A User-Centered Approach to Migrating a Community-engaged Course Online

    Erica M. Stone

    pp. 317-335 DOI: 10.37514/pra-b.2021.1145.2.19
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    Chapter 20. PARSing out the Course: User-centered Design through HyperDocs in Online Writing Instruction

    Kathleen Turner Ledgerwood

    pp. 337-352 DOI: 10.37514/pra-b.2021.1145.2.20