Borton, Sonya C. and Brian Hout. "Responding and Assessing." Multimodal Composition: Resources for Teachers. Ed. Cynthia L. Selfe. Cresskill, NJ: Hampton Press, 2007: 99-111. Print.
This chapter gave great advice and worksheets for rhetorically responding to and assessing student work. I particularly liked the emphasis on "composing self-consciously" (99) and using assessment as a tool to teach composition. I have my students keep a research journal in order to keep up on their progress, and I could definitely see having the benefit to a progress journal for mutlimodal assignments-especially for my online students. They don't have the benefit of me walking around and leaning over their shoulders to get feedback, so the journal would be one way to make that connection.
This page makes an argument for a traditional writing program rubric to be used in a multimodal composition assessment.
Monday, October 31, 2011
Brain Rules on TV
When I read the Brain Rules chapter this week, I thought of something I had seen on TV about "Ba" and "Va" over the summer. I can't remember what channel it was on, but the clip here is from the show that I saw.
Yancey: A New Assessment Design
Yancey, Kathleen Blake. "Looking for Sources of Coherence in a fragmented World: Notes toward a New Assessment Design."Computers in the Composition Classroom. Eds. Michelle Sidler, Richard Morris, and Elixabeth Overman Smith. Boston: Bedford / St. Martin’s, 2008: 293-307. Print.
In this article Yancey discusses assessment of digital compositions by considering the relationships between the parts as a coherent rhetorical work. This necessitates a broader definition of composition as well as a heuristic for consideration.
I liked that she includes a list of things to consider: What arrangements are possible? Who arranges? What is the intent? What is the fit between the intent and the effect? I think these are important questions regardless of the composition and that considering them will help us to address issues of validity in all types of compositions in turn.
I thought this slideshow was relevant.
In this article Yancey discusses assessment of digital compositions by considering the relationships between the parts as a coherent rhetorical work. This necessitates a broader definition of composition as well as a heuristic for consideration.
I liked that she includes a list of things to consider: What arrangements are possible? Who arranges? What is the intent? What is the fit between the intent and the effect? I think these are important questions regardless of the composition and that considering them will help us to address issues of validity in all types of compositions in turn.
I thought this slideshow was relevant.
Brain Rules Chapter 9 Notes
This week, I decided to play around with Prezi a bit more. I took a look at the samples provided a few weeks ago and made a master text type Prezi. I liked the three dimensional feel of the zooming in and out of words that I was able to create. Other than the obvious presentation work, something I liked about Prezi was the ability to share editing. I wonder how that would work all at the same time...
Sunday, October 30, 2011
Using Tech in any classroom...
So I've created a matrix for another class using Google sites. I ended up with Google sites because it was the only program I could really get to format a spread sheet type platform that could have files uploaded to it (without writing my own code). This isn't the first time that I've had a hard time finding a program that will let me do what I want to do and it made me think of the access issues we've been discussing in class. Is programming going to be the new literacy?
Wednesday, October 26, 2011
Faculty Priorities Reconsidered Ch. 15
Rice, R. Eugene. "The Future of the Scholarly Work of Faculty." Faculty priorities reconsidered: Rewarding multiple forms of scholarship. Eds. K. O’Meara & E. R. Rice.San Francisco, CA: Jossey-Bass, 2005: 303-313.
Like: I liked that the proprietary schools were addressed as an issue, and I particularly liked the quote: "If we continue to take an incremental, additive approach to change we may create a career that is increasingly less viable and inviting" (306). I therefore also liked the solution of transformational change. I also liked that the issue of SoTL trying to be an independent form of scholarship was brought up. One think I particularly liked about the Boyer piece we read was the integration of all the types of scholarship, but much of what we've seen so far has strayed away from each type influencing the others.
Confusion: None.
More: I would actually like to learn more about how proprietary schools fit into all this. I currently work at one, and dislike it because the course is "canned" and doesn't reflect what I think is important in the comp classroom.
Like: I liked that the proprietary schools were addressed as an issue, and I particularly liked the quote: "If we continue to take an incremental, additive approach to change we may create a career that is increasingly less viable and inviting" (306). I therefore also liked the solution of transformational change. I also liked that the issue of SoTL trying to be an independent form of scholarship was brought up. One think I particularly liked about the Boyer piece we read was the integration of all the types of scholarship, but much of what we've seen so far has strayed away from each type influencing the others.
Confusion: None.
More: I would actually like to learn more about how proprietary schools fit into all this. I currently work at one, and dislike it because the course is "canned" and doesn't reflect what I think is important in the comp classroom.
Faculty Priorities Reconsidered Ch. 13
O'Meara, KerryAnn. "Effects of Encouraging Multiple Forms of Scholarship Nationwide and Across Institutional Types." Faculty priorities reconsidered: Rewarding multiple forms of scholarship. Eds. K. O’Meara & E. R. Rice.San Francisco, CA: Jossey-Bass, 2005: 255-289.
Like: I liked that the authors addressed different types of institutions (though I was disappointed that the 2-year wasn't in there), and that they gave suggestions for the issues each type faced in light of expanding scholarship. While it's not something I like, I'm glad they addressed it and I found it interesting that formal implementation of broad definition of scholarship has created strain on faculty and reward systems.
Confusion: None.
More: I suppose I'll be asking for more about this constantly: I'm specifically interested in the 2-year institution in comparison to the 4-year types discussed here.
Like: I liked that the authors addressed different types of institutions (though I was disappointed that the 2-year wasn't in there), and that they gave suggestions for the issues each type faced in light of expanding scholarship. While it's not something I like, I'm glad they addressed it and I found it interesting that formal implementation of broad definition of scholarship has created strain on faculty and reward systems.
Confusion: None.
More: I suppose I'll be asking for more about this constantly: I'm specifically interested in the 2-year institution in comparison to the 4-year types discussed here.
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