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”

Reading Notes

Lynn Z. Bloom, “The Great Paradigm Shift and Its Legacy for the Twenty-First Century”

Bloom, Lynn Z. “The Great Paradigm Shift and Its Legacy for the Twenty-First Century.” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future, edited by Lynn Z. Bloom, Donald A. Daiker, and Edward M. White, Southern Illinois U, 2003, pp. 31-47. Summary: Bloom highlights the guiding principles of both the process and post-process paradigms,… Continue reading Lynn Z. Bloom, “The Great Paradigm Shift and Its Legacy for the Twenty-First Century”

Reading Notes

Anne Wysocki, “awaywithwords: On the possibilities in unavailable designs”

Wysocki, Anne Frances. “awaywithwords: On the possibilities in unavailable designs.” Computers and Composition, vol. 22, 2005, pp. 55-62.  Abstract: “Constraints in our use of communication materials are often socially and historically produced; to ask after the constraints as we teach or compose can help us understand how material choices in producing communications articulate to social practices we may… Continue reading Anne Wysocki, “awaywithwords: On the possibilities in unavailable designs”