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):513-529-7900ithelp@muohio.eduhttps://ithelp.muohio.edu103 robertson hall

Digital media transform the social process 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 (Bac 366; jason.palmeri@gmail.com)

Scott Wagar(Bac 307; wagarse@muohio.edu)