Tag: closed-access
Monday, January 30th, 2012
citation
Ball, Cheryl E. (2012). Adapting editorial peer review for classroom use. Writing & Pedagogy. Firewalled at http://www.equinoxjournals.com/WAP/index
abstract
This article picks up, literally, where another one leaves off: “Assessing Scholarly Multimedia: A Rhetorical Genre-Studies Approach” in Technical Communication Quarterly (Ball, 2012). In that article, I describe how I have brought my editorial-mentoring work with Kairos: A Journal of Rhetoric, Technology, and Pedagogy, which exclusively publishes “born digital” media-rich scholarship, into undergraduate and graduate writing classes. This article describes how the process of editorial peer-review translates into students’ peer-review workshops in those same writing classes.
accompanying materials
Tags: closed-access, SoTL
Posted in Peer-Reviewed Articles, Publications | No Comments »
Saturday, November 26th, 2011
citation
Mahon, Wade. (2011). Multimodal composition & the rhetoric of teaching: A conversation with Cheryl Ball. Issues in Writing 18(2).
abstract
Cheryl Ball is an Associate Professor of New Media Studies at Illinois State University where she teaches courses on multimodal composition as well as digital media, composition theory, and digital publishing. She gives talks and workshops on these topics around the country and has published and collaborated on a number of articles, edited collections, book chapters, and webtexts as well. She has also co-authored with Kristin Arola a textbook, Visualizing Composition. In addition to her research and teaching, she is also the editor of the electronic journal Kairos: A Journal of Rhetoric, Technology, and Pedagogy. IW editor Wade Mahon spoke with Ball by phone on June 23, 2011.
accompanying materials
Tags: closed-access, national, published
Posted in Interviews, Presentations | No Comments »
Saturday, November 26th, 2011
citation
Ball, Cheryl E. (2012) Assessing scholarly multimedia: A rhetorical genre studies approach. Technical Communication Quarterly, 21(1), 1-17.
abstract
This article describes what scholarly multimedia (i.e., webtexts) are and how one teacher-editor has students compose these texts as part of an assignment sequence in her writing classes. The article shows how one set of assessment criteria for scholarly multimedia—based on the Institute for Multimedia Literacy’s parameters (see Kuhn, Johnson, & Lopez, 2010) for assessing honor students’ multimedia projects—are used to give formative feedback to students’ projects.
accompanying materials
Tags: closed-access, peer-reviewed, published, SoTL
Posted in Peer-Reviewed Articles, Publications | No Comments »
Sunday, September 5th, 2010
Ball, Cheryl E., & Arola, Kristin L. (2010). visualizing composition (2nd ed.). Boston: Bedford/St. Martin’s Press. http://ix.bedfordstmartins.com [password required]
description [the 'cover' blurb]
ix visualizing composition is a concrete introduction to the fundamentals of multimodal composition. Each tutorial moves through the following three steps:
- Define. Illustrated definitions help you visualize principles of layout, design and composition: element, contrast, purpose, text, framing, audience, alignment, context, emphasis, color, proximity, organization, and sequence.
- Analyze. Guided readings of real-world texts—such as photographs, movie clips, comics, and animation—model how writers of different texts put theory into practice.
- Respond. Interactive assignments invite you to make your own rhetorical choices—determining font face or color, image hue, and the placement and organizational of visual and textual elements—and to write about the impact those choices have.
Note: This is the second edition of ix, the CD-ROM Arola and I co-authored in 2004. In this version, 9 of 13 tutorials (broken down by terms associated with rhetorical design choices) have been completely revised, with new and more multimodal examples and analyses.
Tags: closed-access, editorially-reviewed, multimedia, online, published, SoTL
Posted in Textbook Projects | No Comments »
Tuesday, October 27th, 2009
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
Posted in Interviews | No Comments »
Tuesday, October 27th, 2009
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
- video not currently available
Tags: closed-access, DV, local
Posted in Interviews | No Comments »
Tuesday, October 27th, 2009
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
Posted in Interviews | No Comments »
Tuesday, October 27th, 2009
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
Posted in Publications, Research Designs | No Comments »
Tuesday, October 27th, 2009
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
- not available; closed-access
Tags: closed-access, collaborative, pre-tenure track, print, published
Posted in Publications, Research Designs | No Comments »
Tuesday, October 27th, 2009
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
- not available/closed-access
Tags: award, closed-access, collaborative, mentor, print, published, service-learning, undergraduates
Posted in Publications, Research Designs | No Comments »
Tuesday, October 27th, 2009
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
Posted in Publications, Research Designs | No Comments »
Tuesday, October 20th, 2009
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
- not available; closed-access publication
Tags: closed-access, editorially-reviewed, pre-tenure track, print, published
Posted in Publications, Reviews | No Comments »
Tuesday, October 20th, 2009
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
- Not available; Closed-access publication.
Tags: closed-access, collaborative, editorially-reviewed, print, published
Posted in Publications, Reviews | No Comments »
Tuesday, October 20th, 2009
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
Posted in Proceedings, Publications | No Comments »
Tuesday, October 20th, 2009
citation
Ball, Cheryl E.; Fenn, Tyrell; & Scoffield, Tia. (under contract). Genre and transfer in a multimodal composition class. In Carl Whithaus & Tracey Bowen (Eds.) Multimodal literacies and emerging genres in student compositions. University of Pittsburgh Press.
status
- Update 6/08: Collection received advanced contract from Utah State University Press.
- Update 4/09: Utah State Univ Press downsized; asked to send mss elsewhere.
- Update 10/09: Collection reviewed by Pittsburgh University Press; co-editors responding to reviews.
- Update 11/28/09: Email notification by editors for new revision deadline of Feb. 1, 2010, to be reviewed again by Pittsburgh UP.
- Update 2/2/11: Email notification of contract by U of Pittsburgh Press. Ours is the lead chapter in the book. We had no revisions.
abstract
This chapter is about a teacher’s progression through three iterations of a class (at two universities) in multimodal composition, with a focus on how two students brought previous multiliteracy practices into the classroom, how that knowledge shaped instruction, and how the instructor learned to not assign texts by modes in a multimodal class so as to avoid a-generic production of wowless, “five-paragraph” videos.
Old 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
Posted in Chapters | 1 Comment »