with Kathleen Blake Yancey
This course is framed around three related questions: 1) What does it mean to know through visuals? 2)What is the relationship between what we know and how what we know is represented? and 3) What are the richest contexts for visual rhetoric?
To answer these questions, the course explored a defintion of visual rhetoric; defined visual rhetoric as a field of study; and explored visual rhetoric as a set of approaches to understand artifacts.
In this course, projects prompted us to analyze visual texts and to produce visual texts.
Here is one of the projects I completed for the course. The project called for students to create a visual text and to write a reflection about the rhetorical choices of the visualt text using concepts from the course.
Digital Revolution and Convergence Culture
with Kathleen Blake Yancey
Using several frames of reference, ENGL 5933-04 will explore two related questions. First, what difference does technology, especially digital technology, make in the ways that we read, the ways that we compose, and the ways that knowledge is made, sanctioned, and shared? Second, what do the changes related to digital technology mean for those of us who teach reading, literature, and composing?
To answer these questions, consider briefly the relationship between literacies and technologies, marking the shift from manuscript culture to print culture; and from models of private knowledge to mass consumption of knowledge abetted by mass media and the role of politics, economics, and ideology in each shift. Our focus, however, will be on the changes that are occurring now: What are they? What do we make of them? How are societies and public institutions reacting? As scholars and teachers, how do we respond to them?
This portfolio is a collection of work that I completed in Kathleen Blake Yancey's graduate course, Digital Revolution and Convergence Culture. This portfolio contains an overview of the major projects I completed and a selection of blog posts. I also have a reflection that traces how my definition of writing has evolved as the course progressed.
Writing Assessment in the Age of Digital Technologies
with Michael Neal
This class will focus on the three areas writing assessment and technology: assessment history and theory (especially non-psychometric understandings of validity and reliability), large-scale assessments (e.g., program assessment, placement, exit exams, standardized testing, etc.), and classroom assessment (e.g., grading and response). The course will emphasize ways in which digital technologies are challenging and pushing practice and theory, such as with the rise of machine scored writing, ePortfolio initiatives, and student-authored multimedia compositions. Assignments in this seminar will include 1) an historical timeline of an assessment topic, 2) a validity analysis of current assessment models, 3) a large-scale writing assessment design, and 4) a series of responses to course topics, and 5) an electronic portfolio.
The centerpiece to this assessment portfolio is an assemblage of quotes from scholars and texts that influence my thinking in writing assessment. Links within the assemblage will direct you toward work completed in the class.
Other Relevant Courses:
Teaching English in College
Teaching English as a Guided Study
History of Text and Technology Gateway Course
Theories of Composition
Research Methods in Rhetoric and Composition
Issues in Literary and Cultural Studies
Directed Independent Study (with Michael Neal) on Teacher Response
African American Literacies