By Diane Penrod
Composition in Convergence: The impression of latest Media on Writing evaluate considers how technological forms--such as desktops and on-line courses--transform the overview of writing, as well as textual content school room job. a lot has been written on how expertise has affected writing, yet evaluate has had little recognition. during this e-book, writer Diane Penrod examines how, at the one hand, computing device know-how and interactive fabric create a disruption of traditional literacy practices (reading, writing, examining, and critique), whereas, nonetheless, the impression of desktops permits academics to suggest and enhance new types for considering and writing to have interaction scholars in real-world settings.
This textual content is meant for students and educators in writing and composition, academic review, writing and know-how, desktops and composition, and digital literacy. moreover, it truly is acceptable for graduate scholars making plans to educate and check digital writing or educate in on-line environments.
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Additional resources for Composition in Convergence: The Impact of New Media on Writing Assessment
For experienced or comfortable writers, this can be a liberating moment in the classroom. However, for students at ease with the banking concept of education in the writing classroom, the freedom can be unnerving —if not downright confusing. After all, if students are saturated with a 4 CHAPTER 1 top-down educational model that focuses mostly on grades, test scores, and teacher perceptions, then any classroom writing activities that move beyond this paradigm will be met with students' attitudinal resistance or cognitive dissonance.
Now I also feel comfortable writing argumentatively" (fall, 1998). For this student, just as for others like him or her, the mix of writing and thinking in different media and in different genres not only helped this person recognize discursive changes but also aided the student in developing a comfort zone when writing with different levels of formality. What is it about computer-based writing environments that elicits these types of student remarks, none of which are uncommon, as we read in journal articles and hear in conference papers by our colleagues who also practice computer-assisted writing instruction?
I found it telling that in the evaluation, this student mentioned my having a lesson plan book to guide my daily actions in the classroom. (I do not use one. ) The INTERNETWORKED WRITING 5 student's comments reflect the reality that, whether personally or institutionally imposed, many writing teachers do adhere to a strict sequence when teaching composition and that any disruption in the order fouls up the semester's learning activities. This student's observation underscores how "learning productivity" is often defined in education, as following an inflexible schedule of events that culminates in a capstone assignment or course.