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  1. 1. Teaching Composition in a Digital Age<br />
  2. 2. How can the DWC help?<br />“Lunch with the dwc” pedagogy discussion group<br />Hands-on software workshops<br />Individual consultations<br />In-Class software workshops (for your students)<br />Teacher Inquiry Groups<br />Audio recorders<br />
  3. 3. Tech Support on Campus<br />Teacher Station problems: 513-529-7900 (dial 9)<br />Campus IT support (for student laptops):<br />513-529-7900<br />ithelp@muohio.edu<br />https://ithelp.muohio.edu<br />103 robertson hall<br />
  4. 4. Digital media transform the social process of writing<br />
  5. 5. Digital media allow for the increased integration of images and audio into texts.<br />
  6. 6. Networked connectivity presents new rhetorical situations and potentially global audiences for communicating.<br />
  7. 7. An overabundance of (mis)information on the Web requires increasingly sophisticated research skills.<br />
  8. 8. Digital technologies can enhance the invention of alphabetic texts.<br />
  9. 9. Theories of Rhetoric and Composing Process Can Be (Somewhat) Transferable Across Media.<br />
  10. 10. Okay, but how can laptops enhance the teaching of conventional academic writing?<br />
  11. 11. Invention<br />Students post questions about the assignment prompt (when first distributed)<br />Freewriting to generate ideas<br /> “Zero draft” (for peer response)<br />Multimodal cluster mapping (with prezi)<br />Aural brainstorming sessions (with notes recorded online)<br />
  12. 12. Web Research<br />Investigating credibility of web sources<br />Comparing media coverage in different outlets<br />Reflectively using library databases (comparing results gathered with different search strategies)<br />Conducting online contextual research about a text discussed in class <br />
  13. 13. Rhetorical Analysis / Critical Reading<br />Posting questions to discussion board<br />Reading response posts (write for homework, make peer comments in class)<br />Small group presentations analyzing a part of a text<br />Small group presentations explaining a rhetorical term<br />
  14. 14. Peer Response<br />One discussion board forum for each group.<br />Write comments in MS word (following specific prompts).<br />Post reflection about what revisions they plan to make.<br />
  15. 15. Revision<br />Reviewing drafts to look for particular writing concerns; posting reflections about planned revisions.<br />Translate a paper draft into an informal multimedia presentation.<br />Group editing of sample texts for style / conciseness.<br />
  16. 16. Reflection<br />Last 3-5 minutes of class: post one concept you learned and one question you have.<br />15 minute in-class reflective writing about learning and/or writing process.<br />
  17. 17. Teaching Media Inquiry I<br />Focus on transferable concepts of rhetoric and process<br />Scaffold the assignment (proposal, multiple drafts) and build in reflection throughout<br />Critically investigate the unique affordances of differing modalities (aural, alphabetic, visual)<br />Give a focused assignment (and then let students negotiate options)<br />
  18. 18. Teaching Media Inquiry II<br />Develop evaluative criteria collaboratively with students (by rhetorically analyzing sample texts).<br />Provide or arrange for an in-class workshop about any required technologies (20-50 minutes).<br />Address issues of “Fair Use” and Copyright<br />
  19. 19. Possibilities for Media Inquiry<br />Live Presentation (possibly with PowerPoint)<br />Online Slideshow Presentation (PowerPoint + Slideboom)<br />Audio PSA, audio documentary, or audio essay (audacity)<br />Video PSA (iMovie; Moviemaker)<br />Website or blog (using wix.com or wordpress.com)<br />
  20. 20. Contact:<br />Jason Palmeri<br />(Bac 366; jason.palmeri@gmail.com)<br />Scott Wagar<br />(Bac 307; wagarse@muohio.edu)<br />