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these online courses might have their place in providing for a higher level of education with respect to the social sciences or to the hard sciences, argues that the provision of online classes in terms of teaching creative writing skills is doing a strong disservice to students around the world. As a function of analyzing this particular point of view and summarizing it, the following critique will provide an interpretation into the method of argument that the authors in question uses and this student’s view of whether or not it is an effective argument or not.
Essentially, the authors indicates that there are several key reasons for why Internet sources are not sufficient in teaching creative writing, or even writing in general. Firstly, the basis of traditional writing courses, as defined by the authors, has been predicated on small groups for many decades. As denoted within the chapter, this is not by accident. Instead, the utilization of small groups increases the overall level of interaction, self and peer review, and other relevant factors relating to the way in which creative writing is taught. However, within the Internet classroom, the overall interaction between students is necessarily limited and a one dimensional level of interaction between the instructor and the student is ultimately affected.
Another rationale that the authors provides for why electronic courses are not as effective in teaching writing has to do with the fact that Internet classes necessarily pander to the elements of computer writing and professional business correspondence. The authors argues that even though it is true that these elements should doubtless be taught, to base entire courses on this is to lose sight of how effective writing techniques have produced exceptional articles, books, and opinions the past several decades. Finally, the authors present the view that online courses that teach writing exhibit key deficits. The first of these deficits is with respect to
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About the Author Shelley completed his Ph.D. from the City University of New York, in the year 2003 in Cognitive Neuroscience. At the time of writing this article, Shelly was studying BS at Colorado State University, with majors in Psychology. He has associations to a number of psychological research institutions and has a number of papers written and published related to psychology and neurology.
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