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

• pre-print version (pdf)

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

• final page-proof (pdf)

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:

1. 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.
2. 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.
3. 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.

abstract
This chapter is composed of 14 voices—12 undergraduates, 1 graduate student, and 1 faculty member (Cheryl E. Ball, contact author) from a multimodal composition class at Illinois State University. In a three-part chapter, we speak to the perceptions of undergraduate students’ technology use presented by scholarship, attendees at the Watson conference, and on our campus. The first section, presented as a video, reflects on conference attendees’ discussions of students who weren’t representative of the majority audience (professors and graduate students) at the conference. The second section, also presented as a video, asks how pedagogy needs to change to accommodate an increase in digital technology and what kind of cooperation is necessary between students and their teachers so both parties can effectively communicate to and learn from each other. The third section, presented as a MySpace page, argues that educators should incorporate social networks into their pedagogies because they offer a different way of composing. The sections will be presented together on the class blog, http://www.ceball.com/classes/239, where the index page will become a static Introduction to the chapter and each section will be presented as a page off the index. The benefit of hosting the site (for now) on the 239 class blog is so that readers can explore behind the scenes of our learning experience as we produced digital scholarship this semester.

status

• 12/08: proposal accepted for the collection
• 07/09: student projects revised
• 10/09: collection accepted by press
• 11/09: final chapter draft being readied for editors

accompanying materials

• chapter proposal
• chapter acceptance email from editors
  

see also

• English 239: Multimodal Composition (Fall 2008 syllabus) (under Classes Taught)
• The New Work of Composing (under Edited Volumes)
• “A Case Study of Revision Processes…” (under Honors)

abstract
In this presentation, I discuss some student-produced new media texts from a class I taught called Perspective on Writing and Rhetoric: Multimodal Composition, in which the students created a series of progressively more multimodal projects (written text, audio, static image, vog, video documentary). I discussed how students transformed the idea of “narrative” through unexpected visual techniques, especially in their filmic projects.

accompanying materials

• not available