Scott Warnock, PhD
Director, Drexel Writing Center; Associate Professor of English
Office: 0032B MacAlister Hall
- BA, English with a Minor in Journalism, Rutgers University Camden, 1991
- MA, English, Rutgers University Camden, 1995
- PhD, English, Temple University, 2002
I am an associate professor of English and Director of the Writing Center and Writing Across the Curriculum. I teach first-year writing and courses such as Writing in Cyberspace, The Literature of Business, and The Peer Reader in Context. My research interests focus on uses of technology in writing instruction, particularly how learning technologies can help student writers and facilitate better methods for faculty to respond to student work. I am the author of Teaching Writing Online: How and Why and numerous book chapters and articles. I have spoken about teaching and technology issues and opportunities at many national conferences, and I am Co-Chair of the Conference on College Composition and Communication Committee for Best Practices in Online Writing Instruction. I was co-founder of Subjective Metrics, Inc. a company created to develop Waypoint writing assessment and peer review software. I also maintain two blogs, one about online writing instruction at onlinewritingteacher.blogspot.com and “Virtual Children” at http://whenfallsthecoliseum.com/category/blood/virtual-children/.
- Warnock, Scott. “Interrogating Online Writing Instruction.” Learning and Teaching Writing Online: Strategies for Success. Studies in Writing. Vol. 29. Series Ed. Gert Rijlaarsdam & Volume Editors Mary Deane & Teresa Guasch. Leiden, The Netherlands: Brill, 2015. 178-87.
- Warnock, Scott. “Teaching the OWI Course.” Foundational Practices in Online Writing Instruction. Perspectives on Writing. Eds. Beth L. Hewett and Kevin DePew. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, 2015. 157-97. Available at http://wac.colostate.edu/books/owi/
- Hewett, Beth and Scott Warnock. “The Future of OWI.” Foundational Practices in Online Writing Instruction. Perspectives on Writing. Eds. Beth L. Hewett and Kevin DePew. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, 2015. 553-69. Available at http://wac.colostate.edu/books/owi/
- Warnock, Scott. “WPA-CompPile Bibliography no. 21: Studies Comparing Outcomes Among Onsite, Hybrid, and Fully-Online Writing Courses.” WPA-CompPile Research Bibliographies April 2013. http://comppile.org/wpa/bibliographies/. Web.
- Teaching Writing Online: How and Why. Urbana, IL: NCTE, 2009.
- “Frequent Low-Stakes Grading: Assessment for Communication, Confidence.” Online Classroom. 12.3 (March 2012): 5, 7.
- With Kenneth Bingham; Dan Driscoll; Jennifer Fromal; and Nicholas Rouse. “Early Participation in Asynchronous Writing Environments and Course Success.” The Journal of Asynchronous Learning Networks 16.1 (January 2012). Web.
- “Streaming Media for Writing Instruction: Drexel’s Streaming Media Server and Novel Approaches to Course Lessons and Assessment.” Streaming Media in Higher Education. Eds. Charles Wankel and J. Sibley Law. Hersey, PA: IGI Global, 2011. 218-236.
- “The Class Message Board Text: What Is It and How Can We Use It to Develop a Student Text-Centered Course?” Teaching Using Student Texts: Essays Toward an Informed Practice. Eds. Joseph Harris, John Miles, Charles Paine. Logan, UT: Utah State UP, 2010. 96-107.
- “Cutting Keystrokes, Improving Communications: Response Technologies for Writing Instruction.” California English 15. 1 (September 2009): 27-30.
- “Methods and Results of an Accreditation-Driven Writing Assessment in a Business College.” Journal of Business and Technical Communication 23.1 (January 2009): 83-107.
- “Responding to Student Writing with Audio-Visual Feedback.” Writing and the iGeneration: Composition in the Computer-Mediated Classroom. Eds. Terry Carter and Maria A. Clayton. Southlake, TX: Fountainhead Press, 2008. 201-27.