Grouling, Jennifer, and Jackie Grutsch McKinney. “Taking Stock: Multimodality in Writing Center Users’ Texts.” Computers and Composition, vol. 41, 2016, pp. 56-67. Abstract: Though much scholarship exists suggesting why multimodal writing should be taught at the college-level and how it might be a addressed in writing and multiliteracy centers, no previous studies have tried to document… Continue reading Jennifer Grouling and Jackie Grutsch McKinney, “Taking Stock: Multimodality in Writing Center Users’ Texts”
CC Photo by Trudy Bloem on Flickr. Last week, I showed up fifteen minutes early–as I always do–to teach my 2:00pm ENGL 111 class on Wednesday. The class is a 12-week, late-start composition class that currently has six students enrolled, of which only four are actively participating in the course. Two o’clock came and went.… Continue reading Wait… Did my students plan a skip day and not include me in the group text?
Note: I started this entry about a month ago–the weekend after CCCCs in Kansas City. However, life has happened since then… so there may be some tense shifts. After a weekend of grading, I wasn’t willing to go back and change it. — Since returning from CCCC this weekend, my mind has been buzzing with… Continue reading Reflecting on CCCC 2018
I’ve been asked to give a talk later this month to Ivy Tech’s full-time English faculty about portfolios as a method for writing assessment. From conversations I’ve had with folks in the department, I’ve gathered that few folks (if any) are currently using portfolios as an assessment method for their composition courses. I was a… Continue reading Advocating for Portfolio Assessment
We’re in week 2 of our semester, and already, I’ve asked my ENGL 111 students to work with a variety of modalities and writing technologies. They’re responses have been hilarious. Last week, after I had students read and annotate Anne Lamott’s “Shitty First Drafts,” I had students respond briefly to a series of prompts: How… Continue reading Multimodal Shocks in ENGL 111
White, Edward M. “Using Portfolios.” Assigning, Responding, Evaluating: A Writing Teacher’s Guide. 4th ed., Bedford/St. Martins, 2007. Summary: In this chapter, White provides an extensive overview of portfolios and how to use them. He provides a history of portfolio assessment, explores challenges of a portfolio system and how to respond to these challenges, the content of portfolios–including… Continue reading Edward M. Write’s “Using Portfolios” in Assigning, Responding, Evaluating: A Writing Teacher’s Guide
Reynolds, Nedra, and Rich Rice. Portfolio Teaching: A Guide for Instructors. 2nd ed., Bedford/St. Martin’s, 2006. Summary: Reynolds and Rice provide a succinct, practical guide for instructors who are using, or considering trying, portfolios as a form of writing assessment. Grounded in assessment scholarship over the past few decades, these scholars showcase questions and recommendations for… Continue reading Nedra Reynolds and Rich Rice’s “Portfolio Teaching”