Beth Hewett, Ph.D.
As an educational consultant, Dr. Hewett has trained post-secondary educators from a variety of disciplines about conducting writing conferences online and she has developed the structure for a tier‐1 university’s Online Writing Lab, as well as for two major commercial online writing center programs (TutorVista [2009-2011] and Smarthinking [2000-2002]. She is considered an expert on interacting with students and teachers or tutors in online writing instructional settings. Clients include Drexel University, University of Houston, University of North Carolina Pembroke, Walden University, Ashford University, Strayer University, Pearson Higher Education, and the University of Washington-Oshkosh.
Dr. Hewett is the author or co-author/editor of various books pertinent to online writing instruction:
- Foundational Practices for OWI
- Reading to Learn and Writing to Teach: Literacy Strategies for Online Writing Instruction
- The Online Writing Conference: A Guide for Teachers and Tutors
- Virtual Collaborative Writing in the Workplace: Computer-Mediated Communication Technologies and Processes
- Preparing Educators for Online Writing Instruction: Principles and Processes
Dr. Hewett was Chair of the CCCC Committee for Best Practices in Online Writing Instruction (OWI) 2007-2014 and remains on that committee, focusing her work on research in OWI.
Webinars and videos that Dr. Hewett has developed for her clients include the following:
- Online Tutor Training:
- Tutoring Developmental Writers
- Tutoring Specific Assignment Types and Genres
- Reading Student Essays Strategically
- Finding Real Strengths in Student Writing
- Formatting Instructional Response Thoughtfully
- Five Tips for Better, Quicker, More Efficient Essay Response
- Beneficial Essay Response
- Developmental Writing for Teachers
- Teaching Revision
- Learning from Online Tutorials (for students)
Beth Hewett’s Publications
Beth Hewett’s Bookshelf
Research in Composition Is Practical.
11:07 minutes | recorded 03/03/2010
Pearson asked participants in the Research Network Forum (RNF) of CCCC to talk with us about research in composition. Some took the opportunity to try to define what is distinctive about composition research; some discussed their own research; some offered tips for new instructors about the role of research in the tenure process.
The eLectures on research have now been posted and are available at www.pearsoncomppro.com/electures
Example clip 2:26 minutes
Foundational Practices of Online Writing Instruction (OWI)
Foundational Practices of Online Writing Instruction (OWI) addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the authors, explain the foundations of the recently published (2013) “A Position Statement of Principles and Examples Effective Practices for OWI” and provide illustrative practical applications. To that end, in every chapter, the authors uniquely address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most key issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. The editors believe that the field of writing studies is on a trajectory in which most courses will be mediated online to various degrees; therefore the principles detailed in this collection may become the basis for future writing instruction practices. To this end, the editors hope that the guidance provided in the final two chapters, the questions that the previous sixteen chapters raise, and the desire to apply foundational practices for OWI in one’s own context will encourage readers to join this conversation by designing practices, contributing to the data about OWI, and reshaping its theory.
Reading to Learn and Writing to Teach: Literacy Strategies for Online Writing Instruction
When writing classes move from the physical classroom to an online environment, instruction happens principally through textual communication—meaning that students and teachers alike are writing and reading more than ever before. Reading to Learn and Writing to Teach: Literacy Strategies for Online Writing Instruction is informed by the premise that the increased literacy load of an online environment is the most critical difference between online and onsite instruction, and thus warrants strengthening students’ reading skills and adjusting teachers’ writing skills to improve communication and learning. To help accomplish these goals, Reading to Learn and Writing to Teach offers explicit reading strategies for students accompanied by correlated writing exercises, as well as guidelines and strategies that aid instructors in communicating clearly and teaching effectively.
Online Writing Conference: A Guide for Teachers and Tutors
More writing courses than ever are being taught online, and effective online writing instruction requires teachers to communicate deliberately and clearly in order to have productive relationships with their students. In The Online Writing Conference: A Guide for Teachers and Tutors, former chair of the CCCC Committee for Effective Practices in Online Writing Instruction Beth L. Hewett articulates the how and why of one-to-one online writing conference pedagogy. Complete with an instructor’s study guide and informed by the principles set forth in the CCCC Position Statement of Principles and Example Effective Practices for OWI, her updated text provides examples and transcripts of synchronous and asynchronous instructor-student interaction, targeted lessons, and conferencing action plans that help instructors hone their pedagogical practice, from formatting comments to showing regard for students.
“Dr. Hewett’s text provides a first-of-its-kind guide for teachers, tutors, writing center administrators and anyone else involved in the process of helping students improve their work through one-on-one online writing conferences. Hewett’s theoretically-grounded work addresses the importance of responding to student writing within a problem-centered context, which encourages students and instructors to work collaboratively to improve their writing. Her instructional advice details several strategies for engaging students in the revision process including addressing the highest-order revision concerns first, using personalized revision demonstrations with the students’ own text, and developing a credible, supportive rapport through direct phrasing and language at the student’s level of learning. …Hewett’s text serves as a foundation for written response in online writing instruction and a springboard for more research on the perceptions and implications of online writing conferencing for both students and instructors/tutors. In my work with a leading online writing center, I rely on Hewett’s text as the quintessential guidebook for understanding the theory and practice of crafting personalized, rhetorically-focused, asynchronous instructional tutorials.”
Dr. Allison Warner
Virtual Collaborative Writing in the Workplace: Computer-Mediated Communication Technologies and Processes.
Beth L. Hewett and Charlotte Robidoux, Editors.
This book investigates the use of computer-mediated communication technologies and the processes by which we use them to facilitate effective interdependent collaboration in writing projects.
Use Coupon Code Hewett60 for 60% Discount
This substantial book not only describes principles, practices, and examples of successful virtual collaborative writing, but also is itself an example of what a dedicated team of geographically dispersed writers with both industry and academic backgrounds, connected through digital technology, can accomplish using virtual collaboration.
Read the complete book review.
“Technology and English Studies” Innovative Professional Paths
A collaborative effort with James A. Inman
Technology and English Studies explores how English plays a part in communication for technology today. Some of the rhetorical figures examined are metaphor, dissemination, and dialetic. This is a must read for anyone looking for ways to communicate in the new world of technology.
Preparing Educators for Online Writing Instruction: Principles and Processes
Author(s): Beth L. Hewett, Christa Ehmann
Educators need new skills for teaching in the ever–evolving online environment, and departments need approaches to such technology that empower instructors and students both. Drawing on current thinking in rhetoric and composition, adult education, and e–learning, and incorporating their own experiences with a variety of online instructional contexts, including the online learning provider Smarthinking, Inc., the authors demonstrate how five important pedagogical principles–investigation, immersion, individualization, association, and reflection–can inform effective online instructor training, independent of the platform being used.
Technical Communication Quarterly
“What kinds of educational principles and processes address the very real challenges that arise when an institution conducts some or all of its training and professional development online using the Internet and other online modalities? This special issue of Technical Communication Quarterly (TCQ) explores such organizational concerns as well as the needed preparation and development strategies that arise for educators in online teaching and learning.” (p. 2)
Guest Co–Editor, 16.1 (Winter 2007)
Selected Published Work
“Writing Onstage: Giving Students an Authentic Model.” Hewett, Beth L. Classroom Notes Plus. October 2009. 1-6.
“Is There a Write Way to Collaborate?” Robidoux, Charlotte and Hewett, Beth L. Intercom. February 2009, 56.2. 4-9.
“From Topic to Presentation: Making Choices to Develop Your Writing.” Hewett, Beth L. Writing Spaces: Readings on Writing. Charlie Lowe and Pavel Zemliansky, Editors. www.writingspaces.org
Rhetoric and Technology
“IM Talking about Workplace Literacy.” With Russell J. Hewett. Handbook of Research on Virtual Workplaces and the New Nature of Business Practices. Kirk St. Amant and Pavel Zemliansky, Editors. Kirk St. Amant and Pavel Zemliansky, Editors. NY: Information Science Referenc
e, 2008. 455-472.
“Building Online Training for Virtual Workplaces.” With Christa Ehmann Powers. Handbook of Research on Virtual Workplaces and the New Nature of Business Practices. Kirk St. Amant and Pavel Zemliansky, Editors. Kirk St. Amant and Pavel Zemliansky, Editors. NY: Information Science Reference, 2008. 257-271.
“Facilitating High School Student Revision with Online Tutoring.” “Interdependency: Building Relationships between the Academy and the Private Sector.” (author) Technology and English Studies: Innovative Professional Paths. Eds. James Inman and Beth L. Hewett. Lawrence Erlbaum Associates. November 2005. Nominee 2005 IWCA Article Award.
“Logging On: Classical Rhetoric and Digital Communication: A Canon Blast into the Net.” With Cheryl E. Ball. Kairos: Rhetoric, Technology, and Pedagogy, 11.3 (Summer 2007). For this and other “Logging On” or “CoverWeb” introductions, see kairos.technorhetoric.net/index.html
Hewett, Beth L. and Lynn, Robert. “Training ESOL Instructors for Online Conferencing.” The Writing Instructor. (September 2007)
“Synchronous Online Conference-Based Instruction: A Study of Whiteboard Interactions and Student Writing.” Computers and Composition, 23.1 (2006), 4-31. Invited by editors.
“Asynchronous Online Instructional Commentary: A Study of Student Revision.”Readerly/Writerly Texts: Essays in Literary, Composition, and Pedagogical Theory. (Double Issue) 11 & 12.1 & 2 (2004-2005), 47-67.
“How Do You Ground Your Training? Sharing the Principles and Processes of Preparing Educators for Online Writing Instruction.” With Christa Ehmann Powers. Praxis section. Kairos 10.1 (Fall 2005). Online: english.ttu.edu/kairos/10.1
“How Do You Feel?–Attitudes about Tutoring Online.” Praxis: A Writing Center Journal. Eds. Sue Mendelsohn and Eliana Schonberg. February, 2004. Invited by editors. projects.uwc.utexas.edu/praxis/?q=node/104
“Theoretical Underpinnings of OWLs.” OWL Development and Maintenance Guide. IWCA Press: November 2002.
“Generating New Theory for Online Writing Instruction.” Kairos: Rhetoric, Technology, and Pedagogy. 6.2. (Fall 2001). Online: english.ttu.edu/kairos/6.2/index.html
“Characteristics of Interactive Oral and Computer-Mediated Peer Group Talk and Its Influence on Revision.” Computers & Composition 17 (December 2000): 265-88.
Hewett, Beth L. “The Eulogy: Grief and the Wisdom of the Ancients.” Proceedings of the 2006 RSA Conference. Waveland Press, 2007. 90-100
“Cradle of Public Discourse: Commencement Orations and Literary Society Debates at Bowdoin College (1820 – 1845).” Advances in the History of Rhetoric. Vol. 8 (2005), 73-98.
“An Argument for Argument in Architectural Education.” With John Yanik, AIA. Journal of Architectural Education. September 2000.
“Samuel P. Newman’s A Practical System of Rhetoric: An American Cousin of Scottish Rhetoric.” Scottish Rhetoric and Its Influences. Ed. Lynee Lewis Gaillet. Mahwah, NJ: Erlbaum, 1998. 179-92.
“Samuel P. Newman’s A Practical System of Rhetoric: The Evolution of a Method.” Advances in the History of Rhetoric: Disputed & Neglected Texts in the History of Rhetoric 1.1 (1997): 55-68.
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