{"id":3092,"date":"2020-11-16T14:31:15","date_gmt":"2020-11-16T14:31:15","guid":{"rendered":"https:\/\/dept.writing.wisc.edu\/wac\/?page_id=3092"},"modified":"2020-12-08T00:45:43","modified_gmt":"2020-12-08T00:45:43","slug":"twitter","status":"publish","type":"page","link":"https:\/\/dept.writing.wisc.edu\/wac\/newsletter-2\/online-writing-toolkit\/twitter\/","title":{"rendered":"Twitter"},"content":{"rendered":"\t\t
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Strategies for Developing Low-Stakes Writing: Twitter \n\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Another tool for low-stakes writing activities is a micro blogging platform such as Twitter. A Tweet can be no more than 280 characters, so writers are compelled to be concise and to make careful decisions about what to include. Twitter provides a way for faculty to assign low-stakes writing while also developing a lively classroom community. Twitter can be used with all kinds of class sizes.<\/span><\/p>

To get started, both you and your students must set up Twitter accounts and must follow you and one another.\u00a0<\/span>Students should keep their account private.<\/span><\/p>

Students can include a class hashtag in any tweets that relate to your course. The examples on this page are from Dr. Rebekah Fitzsimmons from Georgia Tech, who uses Twitter in her writing classroom.\u00a0 To see more from Dr. Fitzsimmons, visit:\u00a0https:\/\/techstyle.lmc.gatech.edu\/author\/rfitzsimmons3\/.<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Ways students can use twitter in your classroom<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tWrite a short review of an article or summarize a scientific study<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

\"\"<\/p>

A tweet can also summarize a lecture to demonstrate student understanding of course content.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\"Live tweet\" responses to or questions about a lecture<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

\"\"<\/p>

The instructor is even able to respond in real-time.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tOnline discussion outside of the (online) classroom<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

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Instructors can assess the quality and frequency of discussion posts.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tA space to brainstorm ideas and engage with scholars on topics of interests<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

\"\"<\/p>

Students can be encouraged to live-tweet their research process.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tMini in-class writing assignments<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t

\"\"<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tToolkit Home<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tNext: Padlet<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Strategies for Developing Low-Stakes Writing: Twitter Another tool for low-stakes writing activities is a micro blogging platform such as Twitter. A Tweet can be no more than 280 characters, so writers are compelled to be …<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":3035,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-3092","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages\/3092","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/comments?post=3092"}],"version-history":[{"count":15,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages\/3092\/revisions"}],"predecessor-version":[{"id":3458,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages\/3092\/revisions\/3458"}],"up":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/pages\/3035"}],"wp:attachment":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/media?parent=3092"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}