Mobilizing Faculty into the Future: Using Online Technology as Teaching Tools

If writers are interested in art, consider comparing two artists or two pieces of work. If interested in history, consider
writing about two periods in history, or two leaders. Be sure to construct a guided thesis statement to provide the
reader with an idea of where the paper is headed. Also, consider the “so what” question. Why is the paper important
Students may choose from the following topics:
a. innate qualities needed for success in two different careers
b. two methods of parental handling of teenage problems
c. two politicians with different leadership styles
d. the hazards of frontier life and those of today.
We also discussed living in two different places: city or country, or two places visited. Other topics may be used if approved
by instructor. Discuss similarities and differences. Be sure to clearly explain your purpose in the introduction.
Your thesis statement should explain to readers why comparing and contrasting the two topics leads to a particular
conclusion. Remember, the Writing Center handouts on writing effective thesis statements, can help with the construction
of one.
After brainstorming ideas, use a Venn diagram, list, or chart to note similarities and differences as a prewriting.
Next, create an outline. In your writing, explain the result: What did you learn about these two things as the result
of comparing and contrasting them Are there more similarities or differences
Requirements for completion:
This paper should be at least 2-3 full pages, written in the five paragraph format we have studied. We will proceed
rapidly through the writing process for this paper; don’t fall behind. As always, all work is double spaced, titled, and
properly headed in the MLA format.
Begin prewriting in class. Prewriting will be checked by Instructor for development of ideas and completion. Develop
a list of similarities and differences using vivid description. Review examples of comparison contrast essays as models.
Begin developing body paragraphs. Develop introduction and conclusion.
The schedule allows four weeks for completion of project with many check points along the way.
Student project examples:
1. https://drive.google.com/folderviewid=0B2lpW6Kw1PIEakxrUDRFQWkyZEE&usp=sharing
2. https://drive.google.com/folderviewid=0B4rOLah9YYbrTUdWZXlUZlM3Qmc&usp=sharing
Methodology 1 - Purpose:
I chose to use YouTube and Google Drive in my classes. Students also had access to the library databases: Proquest
and Ebsco Host. My intention was to foster collaboration, while allowing alternative research methods. The spring
semester of 2013 was interesting because in the two classes of Basic Writing, one was largely comprised of international
students, and the other, of students from South Dakota and Wyoming. Both classes collaborated in the classroom,
but only one pair of students chose to collaborate on the writing project. All students benefited by using social
media. They explored freely, responsibly, and enthusiastically. They were excited to share their discoveries of sources
in class, and worked in small groups, encouraging and educating each other.
Methodology 2 - Process:
My students came from different technological skill levels. Some of the international students were from rural areas
of their respective countries, and had had little internet exposure. Some students were from urban areas and had
more experience with social media. The U.S. students also had varying levels of expertise.
1. We began by establishing Gmail accounts for all students, so they could write in Google Drive.
2. Students shared their Google Drive accounts with the instructor and another student of their choosing.
3. We accessed YouTube in class, to examine Google Drive tutorials, and various topic sources.
4. Students created a folder in Google drive for individual documents.
5. Students pursued topics assigned, of their choosing through YouTube, and via other sources to research and begin
writing comparison/contrast papers.
6. Students shared work in progress with the instructor and one other student.
7. Instructor and students interacted through Google Drive during the course of the writing of the paper.
8. Students supplied YouTube sources in Work Cited pages.
9. Students continued to use Google Drive to create and store papers for the duration of the semester.
Methodology 3 – Practical Issues:
I discovered that adding technology to course work initially required extra time. As with all skills, students had to
have minimum requirements established before delving into course work. Previously, my experience had
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