Learning Writing through Twitter :

1. Learning Writing through Twitter: Students’ writing and revising processes

2. What if…? -Rationale • When I saw some companies and individuals that I followed posted informative tweets on Twitter, their writings within 140 characters were concise and straight forward to convey messages. Then, I wondered if Twitter can be used for writing processes.

3. Methodology

4. Research Questions How Twitter is used for learning in different academic settings? How Twitter enhances students’ writing processes?

5. An Analysis of the studies on Twitter for learning -secondary education • Sweeny • Tweets may or may not be related to a specific assignment • A sense of belongings in the education setting • McWilliams and et al • Characterization activities in Arthur Miller’s play, The Crucible • The approaches to explore characterization • Cano • Tweets related to the specific assignments • The efficiency of Twitter to increase students’ linguistic competence

6. An Analysis of the studies on Twitter for learning -higher education • Junco and et al • The response of assigned reading using in Mountains Beyond Mountains and having a discussion • The link between educationally relevant social media use and student engagement • Hong and et al • The students’ reflections on their first year experience in university • The students writing development

7. How Twitter enhance students’ writing? • Two case studies • Hong and et al • McWilliams and et al

8. Discussion 1Hong and et al • Writing processes • Prewriting activity using tweets • Drafting all the tweets • Revising and editing them • Publishing a formal text, “Freshman Survival Guide” • Revising processes • Contents/organization • Mechanics or writing conventions • Adding details • Text structures

9. Discussion 2McWilliams and et al • Literary analysis skills • Close reading techniques • Perspective-taking Characterization/ character analysis

10. Work cited Cohen, Anat., and Galit, Duchan. "The Usage Characteristics Of Twitter In The Learning Process." Interdisciplinary Journal Of E-Learning & Learning Objects8.(2012. Vol.8, No. 149-163. Education Source. Web. 11 Mar. 2014. Edwards-Groves, Christine Joy. “The Multimodal Writing Process: Changing Practices in Contemporary Classrooms” Language and Education 25.1 (2011): 49-64. Print. Gao, Fei., Luo, Tian., and Zhang, Ke. “Tweeting for Learning: A Critical Analysis of Research on Microblogging in Education Published in 2008-2011” British Journal of Education Technology, 2012. Vol. 43, No. 5, 783-801 Hong, Carrie Eunyoung., Mongillo, Geraldine., and Wilder, Hilary. "Transforming Tweets To Formal Academic Prose: College Freshmen's Innovative Writing Practice Using Digital Technologies."Journal Of Educational Technology 2011. Vol. 8, No. 1, 1-11.  McWilliams, Jenna, Daniel T. Hickey, Mary Beth Hines, Jennifer M. Conner, and Stephen C. Bishop. “Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and The Crucible in the Secondary English Classroom” The National Association for Media Literacy Education’s Journal of Media Literacy Education 2.3 (2011): 238-245. Print. Sweeny, Sheelah M., “Writing for the Instant Messaging and Text Messaging Generation: Using New Literacies to Support Writing Instruction” Journal of Adolescent & Adult Literacy 54.2 (2010): 121-130. Print. Vázquez Cano, Esteban. "Mobile Learning With Twitter To Improve Linguistic Competence At Secondary Schools." New Educational Review 2012. Vol. 29, No.3, 134-147. 

11. Thank you! Dr. Amy Rupiper Taggart Dr. Andrew Mara Dr. Eunice Johnston