Get Composition in Convergence: The Impact of New Media on PDF

By Diane Penrod

ISBN-10: 0805845917

ISBN-13: 9780805845914

Composition in Convergence: The impression of recent Media on Writing overview considers how technological forms--such as desktops and on-line courses--transform the overview of writing, as well as textual content school room task. a lot has been written on how know-how has affected writing, yet review has had little awareness. during this publication, writer Diane Penrod examines how, at the one hand, desktop know-how and interactive fabric create a disruption of traditional literacy practices (reading, writing, examining, and critique), whereas, however, the impact of pcs permits lecturers to suggest and advance new versions for pondering and writing to interact scholars in real-world settings.
This textual content is meant for students and educators in writing and composition, academic overview, writing and know-how, pcs and composition, and digital literacy. moreover, it's acceptable for graduate scholars making plans to educate and verify digital writing or train in on-line environments.

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Extra resources for Composition in Convergence: The Impact of New Media on Writing Assessment

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There may exist a formulaic element to a student's use of silence in online discussions. For instance, a student may remain silent because she has nothing of relevance to add to the discussion at a particular point. Or a student could be silent because his reading of the posts suggest that only old information is being repeated, and he feels there is nothing more to say about the topic. Jaworski (1993) also posited that there are some silences, such as pauses, which mark an individual's underlying personality characteristics and reflect that person's speech patterns.

And students are doing this without having the instructor tell the class how to use these tools. However, the context in which students prepare the writing is extremely different from classroom assignments, journal writing, or most types of writing that teachers have come to expect. The students' writing is immediate and not filtered, as it might be in a F2F classroom, a journal entry, or a class assignment. Sometimes the mechanics, grammar, and spelling are a bit rough. Yet in a composition course influenced by technological convergence, I would argue that these students are often quite literate, especially if they are highly engaged in the topic under discussion.

As many English education specialists, education theorists, composition researchers, and K-12 teachers will suggest, these political expectations for leaving no child behind frequently reconstruct writing classroom settings that return teaching to the spoon feeding of information so students can pass minimally challenging state writing exams (Apple, 2001, 2003; Hillocks, 2002). Computer-assisted writing pedagogy offers the potential to break students' "banking concept of education" (1993, p. 53) so familiar in Freire' s readings and so commonly found in a majority of writing assessment systems.

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Composition in Convergence: The Impact of New Media on Writing Assessment by Diane Penrod


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