Reflectionassessment

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Reflectionassessment

  1. 1. Reflection and Assessment in Multimodal Projects
  2. 2. Integrate Informal Reflective Composing Throughout• Use audio “free composing” as a way to develop script and reflect on process• Keep a list of “rhetorical choices”—at least five new choices each class period.• Write mini-rhetorical analyses of sample texts in the genre.• Annotate the “script” with comments explaining particular rhetorical choices
  3. 3. Design Activities to Encourage Rhetorical Decision Making• Create three versions with different soundtracks and/or no soundtrack (write about which would be most effective for audience)• Practice Copia (rewrite sentences 5 – 10 different ways and decide which is best)• Cut up the script or re-edit the audio to create two versions with different arrangement (discuss which is most effective for audience)• Try two different styles of vocal delivery (decide which is best)
  4. 4. Integrate (Peer) Response Throughout• Scripts / Proposals / Audio “Free composing”• Zero drafts• First Drafts• Alternate VersionsMix up paired response and whole class workshopping (Require written as well as oral responses)
  5. 5. Rubric for Media Text• Collaboratively develop rubric with the class by analyzing sample student and professional texts in the genre.• Debate which criteria could apply across forms of composing and which are medium / modality specific
  6. 6. Reflective essay• Require a full draft of the reflective essay with the first draft of the project• Make the reflective essay worth half the project grade.• Make the reflective essay substantial in scope (at least 1000 words or 5 minutes of audio)• Develop rubric for reflection
  7. 7. Possible Reflective Rubric• Clearly defines a specific purpose and audience, explains how the project is adapted to them.• Discusses specific rhetorical choices (e.g. word/image/sound choice, arrangement, vocal delivery, rhetorical appeals).• Provides a rhetorical analysis of your own text (employing key rhetorical concepts and textual citations to explain why it is or is not persuasive)• Offers detailed evidence of a robust, recursive process (discusses specific strategies used for generating and revising ideas, offers specific evidence of how the project changed over time—what was left out and why)• Provides specific examples of what you learned about writing / rhetoric and how you learned it (including some reference to the learning outcomes of the course).

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