citation
Taylor, Todd. [Writer/Director]. (2007). Take 20: Teaching writing [DVD]. Boston: Bedford-St. Martin’s.
description
A one-hour documentary film that interviews 22 rhetoric and composition specialists about the top issues in writing studies and the teaching of writing. This resource is freely available as a professional development resource through Bedford-St. Martin’s Press.
accompanying materials
Tags: closed-access, DVD, free, national, quoted
citation
Interviewed by Genevieve Critel. (2008, February). Documenting the process of building a digital tenure binder [Video]. Intro to Digital Media [course assignment]. Ohio State University.
description
This hour-long video, in which I was interviewed by Genevieve Critel for her Intro to Digital Media graduate class at OSU, discusses how and why I am preparing a digital tenure portfolio.
accompanying materials
Tags: closed-access, DV, local
citation
Coulter, Phyllis. (2008, May 28). Clash of text styles. Pantagraph [Newspaper]. Life/Education section.
description
A local article about changing writing habits of students due to increased use of digital technology.
accompanying materials
Tags: closed-access, local, print, quoted
citation
Designer. (2003–04). Technobabe Times [Newsletter]. Michigan Technological University.
abstract
I was the newsletter designer for this print publication. The newsletter was an on-campus and community feminist publication for women and men who worked with technology, distributing local and national news and local opinions and information about women’s causes such as health care and equality. (On a campus with an 5:1 male to female student ratio, a feminist newsletter was an important campus outreach activity.)
accompanying materials
Tags: closed-access, collaborative, open-access, print, published
citation
Production Manager. (2003–04). C Literary Magazine. Michigan Technological University.
abstract
I started this 64-page, perfect-bound undergraduate literary magazine to publish winners from the campus’s annual undergraduate literary contest. Students in my Publications and Information Management (HU 3630) class created the magazine’s title and design and performed basic editing on the collection. I supervised their work and performed final design revisions and editing for the press publication.
[Note: C Literary Magazine was published from 2003 until 2006, when a faculty member transitioned it into a national journal, PANK Magazine (personal correspondence, M. Bartely Seigel, 2007).]
accompanying materials
Tags: closed-access, collaborative, pre-tenure track, print, published
citation
Designer/Editor. (2005–06). Synopsis. Utah State University. [2006 Winner of STC Newsletter competition].
abstract
Synopsis is the print newsletter for Utah State University’s student chapter of the Society for Technical Communication. I edited and directed the newsletter design as interim faculty advisor for the group.
accompanying materials
Tags: award, closed-access, collaborative, mentor, print, published, service-learning, undergraduates
citation
Producer. (2009, September 25). English studies: Redbird style! [Promotional video]. Presented at Executive-in-Residence Forum, English Department, Illinois State University.
abstract
This 6-minute promotional video was filmed by several faculty and staff members in the English Department at Illinois State University to showcase the variety of disciplines that “English Studies” covers. I coordinated filming assignments, editing, and produced the final video.
accompanying materials
Tags: closed-access, collaborative, DV, DVD, screened
citation
Ball, Cheryl E. (2003). Review of Inside the communication revolution: Evolving patterns of social & technical interaction, Robin Mansell (Ed.). Journal of Business & Technical Communication, 18, 248–251.
accompanying materials
Tags: closed-access, editorially-reviewed, pre-tenure track, print, published
citation
Ilyasova, Ksenia, & Ball, Cheryl E. (2004). Review of Writing spaces, 2nd ed., by Jay David Bolter. Technical Communication Quarterly, 13, 135–138.
abstract
self-explanatory
accompanying materials
Tags: closed-access, collaborative, editorially-reviewed, print, published
citation
Ball, Cheryl E. (2005). Trans-cultural multimedia production in an English classroom. Proceedings for Advancing the Effectiveness and Sustainability of Open Education Conference. Utah State University, Logan, UT.
abstract
In English studies, the past decade has seen a dramatic shift toward analysis and production of multimedia texts (c.f. Cope & Kalantzis, 2000; Wysocki, Selfe, Johnson-Eilola, & Sirc, 2004). This shift is informed by the study of rhetoric, which we defi ne as reading and composing texts with an understanding of a specifi c audience, purpose, and context. In Dr. Ball’s Perspectives on Writing and Rhetoric class, students analyze creative multimodal texts using multiple reading strategies, and then compose their own texts. Although this generation of students is typically well-informed about technology, most of them have never encountered a digital, multimodal text whose purpose is primarily aesthetic. Studying the rhetorical situation in what literary theorists such as Eco and Rosenblatt would call an “open,” readerdriven, adaptable text provides a rich learning experience for students.In this class, students read several examples of open texts including “Murmuring Insects” (Ankerson, 2001), which successfully uses Eastern and Western multimodal elements—including written, aural, visual, animated, and other modes of communication—to juxtapose calm with fear while honoring the events of September 11, 2001. In this presentation, we show this piece in contrast to student-produced multimodal texts that attempt to adopt cultural contexts of other writers, often unsuccessfully. We conclude by suggesting why some students’ attempts at adaptation in these creative and social media are hindered by localized contexts. In addition, we demonstrate how students who don’t attempt to adapt their creative work to other’s contexts often make stronger rhetorical choices in their multimodal texts while still meeting the needs of various audiences.
see also
Tags: closed-access, peer-reviewed, print, published
citation
Ball, Cheryl E.; Fenn, Tyrell; & Scoffield, Tia. (in review). (Multimodal, multimedia, multigenre) Composition: Narratives on teaching and learning with new media. In Carl Whithaus & Tracey Bowen (Eds.) Multimodal literacies and emerging genres in student compositions.
status
abstract
In this chapter, we overview an individual-classroom implementation (i.e., non-programmatic) of multimodal, multimedia, and multigenre composition, in which the distinctions between those terms will be discussed by the instructor–author. The second and third authors (who were students in the class) took on teacher-roles in class based on their histories of composing with multiple modes and media; they reflect on those histories and how prior experiences played a role in the designs of their final projects, which included a video documentary and several supplementary texts designed with different media and different rhetorical situations in mind. Our purpose in this chapter is threefold: (1) to outline and discuss problems with a new media composition syllabus with sequenced assignments that step students through composing in different modes, media, and genres; (2) provide narratives of students’ experiences composing texts in such a course, with a focus on their transferable critical literacies; and (3) offer lessons learned whereby teachers can help students produce more interesting, relevant, and powerful texts than the original syllabus inspires.
accompanying materials
Tags: chapters under review, closed-access, collaborative, peer-reviewed, print, SoTL, undergraduates
citation
Ball, Cheryl E., & Kalmbach, James. (forthcoming, 2009/10). On the rawness of reading and writing new media: Materialities, histories, and happenstance. In Cheryl E. Ball & James Kalmbach (Eds.) Reading and writing new media (pp. 1–14). Cresskill, NJ: Hampton.
abstract
This chapter is the introduction to the edited collection, Reading and Writing New Media. It introduces the concept for the book: a happenstance of theory about new media in digital writing studies suited to the particular moments in time (mid- to late-2000s) in which the book is published.
status
accompanying materials
see also
Tags: chapters in-press, closed-access, collaborative, peer-reviewed, print
citation
Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84.
abstract
This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.
accompanying materials
see also
Tags: articles published, closed-access, collaborative, data, grant outcome, online, peer-reviewed, print, SoTL, teaching-improvement effort
citation
Ball, Cheryl E. (2006, November). Designerly ≠ readerly: Re-assessing multimodal and new media rubrics for writing studies. Convergence: The International Journal for Research into New Media Technologies, 12, 393–412. Special issue on re-assessing new media.
abstract
In this article, I draw on Gunther Kress and Theo van Leeuwen’s (2001) Multimodal Discourse: The Modes and Media of Contemporary Communication and Lev Manovich’s (2001) The Language of New Media, which have become prevalent texts in US writing studies fields—a place where multimodal and new media theories have made inroads in the last five years. I briefly describe each of the rubrics the authors used and show how they help readers determine the materialities of multimodal or new media texts. I also argue, however, that writing studies scholars should not rely solely on these rubrics because they function in descriptive ways rather than in interpretive ways for new media texts. In other words, I will show that while a reader could use these rubrics to describe some of the design elements in new media texts, readers cannot use the rubrics to interpret those design elements in ways that would allow them to form a reading of the text. I apply the rubrics to a new media text, “While Chopping Red Peppers” (Ankerson, 2000), to show their limited use and to suggest that while these multimodal and new media theories have a place in writing studies, we need better methods and/or reading heuristics in order to interpret (and teach) such works.
accompanying materials
Tags: articles published, closed-access, peer-reviewed, print
citation
Ball, Cheryl E., & Kalmbach, James. (Eds.). (forthcoming). RAW: Reading and writing new media. Hampton Press: Cresskill, NJ.
abstract
RAW (Reading & Writing) New Media is an edited collection of contemporary theoretical and pedagogical issues in new media studies. Chapters are written by a range of digital writing studies scholars, from graduate students to full professors. There is an accompanying website to the book.
status
accompanying materials
Tags: closed-access, collaborative, collections in-press, peer-reviewed, print
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