Slides from Keep Michigan Learning Session: Supporting Literacy Learning for Secondary Students

On Tuesday, May 12,  I was able to present some ideas on “Supporting Literacy Learning for Secondary Students” with my friend, colleague, and co-author, Jeremy Hyler, as part of Michigan Virtual’s “Keep Michigan Learning” webinar series. Here are the slides (with links) that we shared during the session.


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Podcast with Ivy Ewell Eldridge on “Writing with Digital Tools”

While attending the California Association of Teachers of English (CATE) conference in February, I was invited to speak with CNUSDEdChat. My thanks to the entire CNUSDEdChat team — Ivy Ewell-Eldridge, Annemarie Cortez, Kim Kemmer, Jenny Cordura, and Kate Jackson — for welcoming me to this conversation. Follow more of their work via their homepage, Soundcloud and Twitter. Enjoy the podcast!

Dr. Ivy Ewell Eldridge chats with Central Michigan University professor and author, Troy Hicks, a super advocate of ways to teach and enhance the process of writing through the use of digital tools. He encourages educators to nurture our students’ curiosity, openness, flexibility, persistence, engagement, and responsibility as they engage in the writing process.


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Resources and Reflections from “Online Environments and Your Students: Strategies to Inform Writing Instruction Webinar”

4Cs Online Writing Instruction Webinar AdEarlier this afternoon, I was pleased to be on a webinar, “Online Environments and Your Students: Strategies to Inform Writing Instruction” (Archived Video) with Jessie Borgman (Arizona State University), and Casey McArdle (Michigan State University). Hosted by Brett Griffiths, Director of Reading and Writing Studios at Macomb Community College, we covered a good deal of ground.

For my segment, we discussed tools for conferring and responding to student writers. Building from my experience in writing centers, NWP, K-12 teaching, college composition, and mentoring graduate students, I consider conferring to be the single most important activity in writing instruction. In the context of online learning (and our current “remote learning” scenarios), I am referring to “conferring” as scheduled meetings with students, via phone or video conferencing. This involves planning the conference, interacting during the conference, and follow-up after the conference.

Again, building from my experiences, I contend that timely, specific, and goal-oriented response helps writer move forward. When conferring is not an option, responding in an efficient and effective manner is second best. I work from the writing center-influenced ideas of responding first to higher order concerns, yet I am also willing to break protocol and offer directed feedback on lower order concerns. Responding can take the form of text, image, audio, or video and can happen at any stage of the writing process. Here are links to the tools that I shared:

Updated on May 17, 2020, with a link back to program page on NCTE’s website and a link to the archived video recording.


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