March 2, 1904, was Theodor Seuss Geisel’s birthday. You probably recognize that middle name—he is Dr. Seuss. That’s reason enough to celebrate the man whose imaginative stories, rhymes and all, are known and loved all over the world. Arguably, few authors have had such an impact on the reading habits of so many children as Geisel. In conjunction with Dr. Seuss’s birthday, the National Education Association, the publisher of Seuss’s work, and others sponsor Read Across America Day every year in March. Read more at http://hhpcommunities.com/teachinglanguagearts/readacrossamericaday/
Increasingly, students are held accountable for the accuracy of what they write by their teachers, by state and national standards, and on assessments of their learning. This article outlines three approaches to accuracy in writing that go beyond spelling and punctuation. New expectations include the use of sources to inform writing in many discourse modes. Digital environments have the potential to improve the accuracy of student writing. This article proposes that students learn to read digital and traditional materials in order to inform their written work, use digital tools to interact with peers during writing processes, and double-check their work for accuracy.
- Reading widely and reading for specific purposes online and in traditional texts can improve the accuracy of students’ written work.
- Digital tools may help students connect with knowledgeable peers and with experts outside the school walls.
- Double-checking written work before submitting it as a final publication is a skill that is especially important in digital environments where publication is often as simple as clicking the “submit” button.
- Visit: http://www.ncte.org/journals/vm
- Free access to this article is available on the Voices from the Middle webpage: http://www.ncte.org/journals/vm/print-to-practice/march-2014
- Hear the podcast: http://www.ncte.org/journals/vm/podcasts/march-2014-wolsey
Wolsey, T. D. (2014). Accuracy in digital writing environments: Read up, ask around, double-check. Voices from the Middle, 21(3), pp. 49-53)