Reading Notes

Jennifer Grouling and Jackie Grutsch McKinney, “Taking Stock: Multimodality in Writing Center Users’ Texts”

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”

Reading Notes

Edward M. Write’s “Using Portfolios” in Assigning, Responding, Evaluating: A Writing Teacher’s Guide

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

Reading Notes

Nedra Reynolds and Rich Rice’s “Portfolio Teaching”

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”

Reading Notes

Gillian Rose, “Researching Visual Materials: Towards a Critical Visual Methodology”

Rose, Gillian.  “Researching Visual Materials: Towards a Critical Visual Methodology.” Visual Methodologies, SAGE Publications, 2001, pp. 5-32.  Summary: Rose argues that visual images are always constructed, and in order to analyze image interpretations, we must use a critical methodological approach. This chapter also argues that image meaning is created at three sites (production, image, and audience), and these… Continue reading Gillian Rose, “Researching Visual Materials: Towards a Critical Visual Methodology”

Reading Notes

Sonja Foss, “Theory of Visual Rhetoric”

Foss, Sonja. “Theory of Visual Rhetoric.” Handbook of Visual Communication: Theory, Methods, and Media, edited by Ken Smith, Sandra Moriarty, Gretchen Barbatis, and Keith Kenney, Lawrence Erlbaum, 2005, pp. 141-52.  Summary: Foss provides a brief history of visual rhetoric’s place within the larger collection of rhetorical theory. She argues that visual rhetoric has two meanings–communicative artifacts, and… Continue reading Sonja Foss, “Theory of Visual Rhetoric”

Reading Notes

Lee-Ann M. Kasteman Breuch, “Post-Process ‘Pedagogy’: A Philosophical Exercise”

 Kasteman Breuch, Lee-Ann M. “Post-Process ‘Pedagogy’: A Philosophical Exercise.” Jac, vol. 22, no. 1, 2002, pp. 119-150.  Summary: This article critiques scholars who have criticized post-process theory for its departure from process, and instead, argues that post-process theory serves an important role in pedagogy–perhaps not in tangible practices, but in a philosophical approach to teaching. Keywords: post-process,… Continue reading Lee-Ann M. Kasteman Breuch, “Post-Process ‘Pedagogy’: A Philosophical Exercise”

Reading Notes

Lad Tobin, “Process Pedagogy”

Tobin, Lad. “Process Pedagogy.” A Guide to Composition Pedagogies. Eds. Gary Tate, Amy Rupiper, and Kurt Schick. New York: Oxford UP, 2001: 1-18.  Summary:  Tobin provides a review of early process movement scholarship, and addresses several of the movement’s core criticisms. He briefly addresses post-process theory, acknowledging that process is still important to writing pedagogy, but… Continue reading Lad Tobin, “Process Pedagogy”