Kiefer, K. (2007). Chapter 8: Do students lose more than they gain in online writing classes? In Joe Lockard and Mark Pegrum (Eds.), Brave New Classrooms: Democratic Education and the Internet (pp. 141-151). New York, NY: Peter Lang Publishing, Inc.
Introduce the topic and introduce the author and essay. Then state your thesis.
Writing courses in higher education are increasingly being offered in online environments, right along with many other academic coursework. Opinions about how well this online writing instruction is working vary widely. Kate Kiefer contributed a chapter to the book Brave New Classrooms: Democratic Education and the Internet. As a composition specialist teaching graduate writing theory and undergraduate composition courses, including a course titled Computers and Composition, Kiefer is solidly qualified to provide scholarly commentary on the very field in which she labors. In the early 1980s, Kiefer began a long-standing interest in computers and writing, co-founded and edited Computers and Composition, and -- today -- continues her research and teaching in both physical and virtual computer contexts. Effective Learning and Teaching of Writing and Computers and Composition is a recent publication of Kiefer's. Reviewing Kiefer's article in its entirety, I find myself agreeing with her premise and her examples. An instructor who teaching writing through online and/or hybrid channels faces barriers that intrinsically offer more resistance to efforts to overcome them -- indeed, the barriers are different from those encountered in face-to-face instruction.
Summarize the author's argument or arguments. Your opinion is not included here. You simply summarize the author's points.
Kiefer argues that the platforms utilized for online courses are inadequate to the demands of a writing course in which students are expected to read and comment on each others' work...
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