Introduction

Within a second grade English Language Arts classroom of 2018-2020, a common phenomenon appeared for each student. This phenomenon was the process of struggling within the writing approach; which was not due to the physical mechanics of writing (i.g. Handwriting, constructing sentences, spelling, etc.), but more of the actual process of writing. This study brings awareness to the development of the Writing Process and open educational resources, by designing and implementing *TAWP learning sites to aid students and instructors.

There is too much focus on writing as a product and not a process (Murray M., Donald, (2011) Teaching Writing as a Process Not Product. Cross-Talk in Comp Theory: a Reader, 2nd ed, National Council of Teachers of English, pp. 3–6.). This same notion of writing being taught as a process and not a product is the major theme in Peter Elbow’s novel, Writing with Power. From Murray’s initial inquiry to Elbow’s techniques, the theory behind the Writing process is the driving force to this research inquiry and creating an Open Education Resource for educators and students to access.

Educational practices and resources

A pilot site was created for students at Saint Elizabeth University, to test the learning content of TAWP. The methodology used to teach the course was the Writing Process Theory. The purpose of TAWP content was to inform and observe students’ reactions while learning the Writing Process throughout the undergrad Fall 2020 semester.
The Process worked as a theoretical framework for students to write their essays. Students were given essays that focused on the topics of education and future goals; in addition, to the Writing Process learning content from TAWP instructor’s version site. Students were first presented with the learning content through the Prezi presentation format. They were then encouraged and instructed to use the resources presented from the first essay and apply it to their current essay. The purpose of the course was not to create boundaries nor obstacles but rather to introduce a helpful resource for their essays.

Domains and other tools

WordPress Domains hosts instruments for creating and using TAWP, as a service in connecting research and reflective learning through blog posts. This open approach in the course supported the research development with peer review from fellow classmates. The updated research and creation of TAWP blogs was shared from the course instructor Dr. Mia Zamora’s WordPress, with the intent to create open and collaborative resources on the open web.

The following WordPress Domains will be represented and explored as a resource in the development of TAWP: Reflective Research Blog , TAWP Research Resources, Developing Your MA Thesis , Professional Research Site.

Google applications were utilized as interactive technologies to engage students using TAWP: Google Sites and Slides. Other applications used during the TAWP’s creation was Canva to create images, and Prezi for presenting. This portion of the research serves as a significant stage of data gathering during the development of TAWP as an Open Education Resource tool used across different writing disciplines and grade levels.