Writing in an Asynchronous Environment The Walden University Writing Center Staff

1. Writing in an Asynchronous EnvironmentThe Walden UniversityWriting Center Staff

2. Session Overview Written Communication in an Asynchronous Setting: • What is expected of Walden students? • Best practice suggestions for • Approaching asynchronous communication • Avoiding miscommunication • Receiving and applying asynchronous feedback on writing

3. Definition of Asynchronous • Most of the communication you will have while here at Walden and in the professional world will be asynchronous, meaning that it does not happen in real time. Student asks a question at 10:00 a.m. EST Instructor reads and responds at 5:00 p.m.. EST

4. The Asynchronous Environment • Impact to Written Communication • Provides flexibility in reading and responding • Allows for processing and reflecting However, as with all written communication, there is always the possibility of misperceptions and miscommunication.

5. Perceptions Title: HELP!!! I have questions about this assignmnt. I don’t understand what you mean by “literature review” and I need help PLEASE!!! Possible Assumptions Student sent the message in a rush Student is angry Student has not done any research on his or her own

6. Student “Brand” Why do perceptions matter as a online student? • Unlike a traditional classroom environment (e.g., ability to raise your hand or meet your instructor face to face), your written self will represent you as a Walden student Walden communication takes the form of coursework as well as email.

7. Student “Brand” • Treat your Walden communication as your student “brand.” • Goals for your communication: • Scholarly • Thoughtful • Professional

8. Walden Student Code of Conduct Professional Conduct: As part of its commitment to integrity and respect in the community in which it operates, Walden University expects that its students will conduct themselves in a professional and respectful manner at all times, both when interacting within the university community and when representing the university at events outside the institution. In that regard, students will not at any time engage in unduly disruptive, threatening, unethical, disrespectful, or abusive conduct toward other members of the university community, including fellow students, instructors, and staff. (Walden University, 2011, para. 3)

9. Creating Your Brand How can you create a scholarly, thoughtful, and professional student brand? • Strategic approach to communication • Language choices • Avoiding common pitfalls

10. Approaches: Emails • Use your Walden email account for all Walden communication • Professional • Helps prioritize your communication with Walden staff Per the Walden University (2011) catalog, “Students, faculty, and staff are required to use their Walden e-mail addresses when conducting university business” (para. 2). The email policy also encourages students to frequently check their Walden email accounts (Walden University, 2011).

11. Approaches: Emails and Posts • Use greetings and valedictions, even if you do not know the exact recipient • Personal • Connotes a thoughtfully constructed request rather than a demand Dear Student Support, I am having trouble logging into my myWalden portal. Can you help me troubleshoot this error message I’m receiving? Thank you, Student I am having trouble logging into my myWalden portal. Can you help me troubleshoot this error message I’m receiving?

12. Approaches: Emails and Posts • Include detailed titles to emails and discussion posts • Immediately shares the purpose • Allows the reader to engage with your topic • Helps prioritize your message Compare These Titles

13. Approaches: Emails and Posts • Be mindful of deadlines and promised turnaround times • Inform instructors, classmates, or Walden support staff if you are unable to meet deadlines prior to the deadline • Do not expect an immediate response to asynchronous communication

14. Approaches: Emails and Posts • Provide clear expectations for your email recipients or group members • Does your recipient know what action is needed, if any? Vague Direct

15. Approaches: All Communication • Be cognizant of the aesthetics of your work • Use a consistent font size, font style, and spacing and check your spelling and grammar How would you react to this email about your group paper? I need help with the aPA part of our paper. I am citing material from the CDC: http://www.cdc.gov/obesity/. I am specifically referring to the information on how An adult who has a BMI of 30 or higher is considered obese. Do you have any exampls PLEASE of intext citations and the references list?

16. Approaches: All Communication • Be cognizant of the aesthetics of your work • Use a consistent font size, font style, and spacing and check your spelling and grammar How might your reader respond to this reference list? Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications. transformation. 2011. In Merriam-Webster.com. Retrieved May 8, 2011, from http://www.merriam-webster.com/dictionary/hacker

17. Approaches: Emails • Collect your questions and send one message • Multiple emails with multiple questions takes value away from each message Do you need to ask every question? Or can you answer some on your own after quickly researching?

18. Language and Tone Using your Walden email account and submitting work on time are just some of the necessities for effective asynchronous communication. You will also want all of your communication to be scholarly in language and tone.

19. Language and Tone What language choices are appropriate? • For all communication: • No use of all caps or multiple punctuation marks “THANK YOU!!!” It comes across as yelling, even if that’s not your intention

20. Language and Tone • For coursework: • Avoid contractions wouldn’t : would not didn’t : did not I’m : I am Contractions are more conversational and casual than academic and formal.

21. Language and Tone • For coursework: • Use objective, unbiased language • Gender-neutral terms • Specific versus generalized assertions • Be aware of preferred terms for groups • Parallelism • Sensitivity Tips on avoiding bias: http://writingcenter.waldenu.edu/774.htm

22. Language and Tone • For coursework: • Avoid first person plural and second and third person pronouns • Casual • Ambiguous “As you can see…” “Now we come to…” “The researcher found that…” Walden and APA’s policy on point of view in scholarly text: http://writingcenter.waldenu.edu/711.htm

23. Language and Tone • For all communication: • Passive aggressive tone, sarcasm, rhetorical questions = miscommunication • Be direct and professional, just as you would in a work setting. What you may intend as a joke may be interpreted as an offensive remark.

24. Barriers to Fulfilling Expectations While you may have the best intentions for your approach to asynchronous communication, there are often barriers that can influence your writing.

25. Barriers to Fulfilling Expectations Things like connectivity issues, lost passwords, or system outages may occur (and can be frustrating). Remember that venting frustration in written communication will not solve technological issues. • Technology

26. Barriers to Fulfilling Expectations • Others’ attitudes Unlike you, others may not be professional in their written communication with you. Remember, no matter the tone of the sender, maintain your professional conduct in your writing.

27. Barriers to Fulfilling Expectations • Unclear expectations and timing Others may not explain their deadlines or expectations in a clear manner, which can create confusion. Remember it is always acceptable to ask for clarification and ask questions.

28. Asynchronous Writing Feedback In an online environment, not only is your mode of communication asynchronous but the process of receiving feedback on your writing may also be asynchronous.

29. Asynchronous Writing Feedback • Process of writing feedback: • Feedback from instructor, peer reviewer, or Writing Center via email rather than face to face or over the phone • Areas for possible miscommunication: • No nonverbal cues • Inability to hear reviewer’s tone

30. Asynchronous Writing Feedback • Writing Center Process • Make an appointment in the Walden scheduling system and upload a paper • Receive paper via email with embedded comments within 2 business days

31. Applying Writing Feedback • Read full review, including email, before implementing any changes • Take notes on trends or common errors • Ask for clarification • Apply the feedback to future work Remember that writing is a process rather than a product.

32. Best Practice Suggestions • Treat each piece of writing (e.g., an email or post) as it is a part of your student portfolio • Have patience with people and systems • Feel comfortable asking for clarification • Remember that everyone wants to help you succeed

33. Questions Thanks for joining us this evening! • Use the Question box to ask for clarification • For more information on scholarly voice and academic communication, see http://writingcenter.waldenu.edu/312.htm

34. Resources • Walden Library: http://library.waldenu.edu/ • Residencies: http://residencies.waldenu.edu/ • Center for Research Support: http://researchcenter.waldenu.edu/

35. Contact Information:Email the Writing Center anytime at writingsupport@waldenu.edu