dwctop25orientation
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Teaching Composition in a Digital Age
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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
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Tech Support on Campus
Teacher Station problems: 513-529-7900 (dial 9)
Campus IT support (for student laptops):[email protected]://ithelp.muohio.edu103 robertson hall
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Digital technologies have changed the processes, spaces, and products of writing.
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Digital media allow for the increased integration of images and audio into texts.
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Networked connectivity presents new rhetorical situations and potentially global audiences for communicating.
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An overabundance of (mis)information on the Web requires increasingly sophisticated research skills.
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Digital technologies can enhance the invention of alphabetic texts.
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Theories of Rhetoric and Composing Process Can Be (Somewhat) Transferable Across Media.
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Okay, but how can laptops enhance the teaching of conventional academic writing?
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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)
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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
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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
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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.
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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.
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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.
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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)
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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
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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)