Categories: Chapters • Tags: chapters under review, closed-access, collaborative, peer-reviewed, print, SoTL, undergraduates
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
- 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.
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
- version under review (pdf)
11/28/09: Chapter feedback from first round of editorial review at Pittsburgh UP:
“Without question, this is one of the strongest essays in the collection. Ball et al takes to practice the question of the affect of multimodality on scholarly critical writing within composition and rhetoric. This piece felt the most comfortable in the discussion of hands-on practice and its transformative capacities. That said, the student testimonials were not evocative, even somewhat ‘wow/less’ — a disappointing dip in the most dexterous, use-filled and wow-full essay in the collection.”
On to revisions of the chapter to make the student testimonials equally wowful, as they deserve to be.