Reflection and Assessment in Multimodal Projects

Integrate Informal Reflective Composing Throughout

• Use audio “free composing” as a way to develop script and reflect on process

• Keep a list of “rhetorical choices”—at least five new choices each class period.

• Write mini-rhetorical analyses of sample texts in the genre.

• Annotate the “script” with comments explaining particular rhetorical choices

Design Activities to Encourage Rhetorical Decision Making

• Create three versions with different soundtracks and/or no soundtrack (write about which would be most effective for audience)

• Practice Copia (rewrite sentences 5 – 10 different ways and decide which is best)

• Cut up the script or re-edit the audio to create two versions with different arrangement (discuss which is most effective for audience)

• Try two different styles of vocal delivery (decide which is best)

Integrate (Peer) Response Throughout

• Scripts / Proposals / Audio “Free composing”• Zero drafts• First Drafts• Alternate Versions

Mix up paired response and whole class workshopping (Require written as well as oral responses)

Rubric for Media Text

• Collaboratively develop rubric with the class by analyzing sample student and professional texts in the genre.

• Debate which criteria could apply across forms of composing and which are medium / modality specific

Reflective essay

• Require a full draft of the reflective essay with the first draft of the project

• Make the reflective essay worth half the project grade.

• Make the reflective essay substantial in scope (at least 1000 words or 5 minutes of audio)

• Develop rubric for reflection

Possible Reflective Rubric• Clearly defines a specific purpose and audience, explains how the

project is adapted to them.• Discusses specific rhetorical choices (e.g. word/image/sound choice,

arrangement, vocal delivery, rhetorical appeals).• Provides a rhetorical analysis of your own text (employing key rhetorical

concepts and textual citations to explain why it is or is not persuasive)• Offers detailed evidence of a robust, recursive process (discusses

specific strategies used for generating and revising ideas, offers specific evidence of how the project changed over time—what was left out and why)

• Provides specific examples of what you learned about writing / rhetoric and how you learned it (including some reference to the learning outcomes of the course).