The first piece, OWI Principles published by the Conference on College Composition and

Communication (CCCC), focuses on developing a mindset and methodology within the

composition community that provides practical advice to both instructors and institutions
involved in online writing instruction (OWI). The CCCC specifically addresses the needs of
learners with physical disabilities, learning disabilities, multilingual backgrounds, and learning
challenges related to socioeconomic issues (7). This grouping of disadvantages was partially
shocking to me as I had not fully considered the issues of inclusivity and accessibility for those
with a challenging socioeconomic or multilingual background. . . . I also really liked this
statement: Although grammar, mechanics, and usage need to be taught, evaluation should focus
primarily on how well ideas are communicated and secondarily on sentence-level errors (9). For
some reason, I equated sentence-level with surface-level (a comment I probably use too
often) and it also really opened my eyes to the argument my peers in this classroom have so
strongly proposed, especially concerning a 100-level composition course.

I think one of the most important principles put forward is that of the necessity of redundancy in
an online learning environment (15). I have personally seen the importance of such a practice in
my own engagement with online learning at ASU (as an online-only student) as well as in my
role as a Writing Fellow. Although the Writers Studio follows the principle about breaking
down assignments, exercises, and activities into smaller units to increase opportunities for
interaction between teacher and student and among students, I have seen where this principle
can lead to some confusion for the students as there are so many parts of one project
- redundancy (as well as reiteration in multiple modes) becomes a vital part of the students
success and takes minimal effort from the educator.