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Dwctop25orientation Dwctop25orientation Presentation Transcript

  • Teaching Composition in a Digital Age
  • How can the DWC help?
    “Lunch with the dwc” pedagogy discussion group
    Hands-on software workshops
    Individual consultations
    In-Class software workshops (for your students)
    Teacher Inquiry Groups
    Audio recorders
  • Tech Support on Campus
    Teacher Station problems: 513-529-7900 (dial 9)
    Campus IT support (for student laptops):
    103 robertson hall
  • Digital technologies have changed the processes, spaces, and products of writing.
  • Digital media allow for the increased integration of images and audio into texts.
  • Networked connectivity presents new rhetorical situations and potentially global audiences for communicating.
  • An overabundance of (mis)information on the Web requires increasingly sophisticated research skills.
  • Digital technologies can enhance the invention of alphabetic texts.
  • Theories of Rhetoric and Composing Process Can Be (Somewhat) Transferable Across Media.
  • Okay, but how can laptops enhance the teaching of conventional academic writing?
  • Invention
    Students post questions about the assignment prompt (when first distributed)
    Freewriting to generate ideas
    “Zero draft” (for peer response)
    Multimodal cluster mapping (with prezi)
    Aural brainstorming sessions (with notes recorded online)
  • Web Research
    Investigating credibility of web sources
    Comparing media coverage in different outlets
    Reflectively using library databases (comparing results gathered with different search strategies)
    Conducting online contextual research about a text discussed in class
  • Rhetorical Analysis / Critical Reading
    Posting questions to discussion board
    Reading response posts (write for homework, make peer comments in class)
    Small group presentations analyzing a part of a text
    Small group presentations explaining a rhetorical term
  • Peer Response
    One discussion board forum for each group.
    Write comments in MS word (following specific prompts).
    Post reflection about what revisions they plan to make.
  • Revision
    Reviewing drafts to look for particular writing concerns; posting reflections about planned revisions.
    Translate a paper draft into an informal multimedia presentation.
    Group editing of sample texts for style / conciseness.
  • Reflection
    Last 3-5 minutes of class: post one concept you learned and one question you have.
    15 minute in-class reflective writing about learning and/or writing process.
  • Teaching Media Inquiry I
    Focus on transferable concepts of rhetoric and process
    Scaffold the assignment (proposal, multiple drafts) and build in reflection throughout
    Critically investigate the unique affordances of differing modalities (aural, alphabetic, visual)
    Give a focused assignment (and then let students negotiate options)
  • Teaching Media Inquiry II
    Develop evaluative criteria collaboratively with students (by rhetorically analyzing sample texts).
    Provide or arrange for an in-class workshop about any required technologies (20-50 minutes).
    Address issues of “Fair Use” and Copyright
  • Possibilities for Media Inquiry
    Live Presentation (possibly with PowerPoint)
    Online Slideshow Presentation (PowerPoint + Slideboom)
    Audio PSA, audio documentary, or audio essay (audacity)
    Video PSA (iMovie; Moviemaker)
    Website or blog (using wix.com or wordpress.com)
  • Contact:
    Jason Palmeri
    (Bac366; jason.palmeri@gmail.com)
    Scott Wagar
    (Bac 307; wagarse@muohio.edu)