Technical Communication Quarterly Jan 2012

Assessing Scholarly Multimedia: A Rhetorical Genre Studies Approach

Cheryl E. Ball Illinois State University

Abstract

This article describes what scholarly multimedia (i.e., webtexts) are and how one teacher-editor has students compose these texts as part of an assignment sequence in her writing classes. The article shows how one set of assessment criteria for scholarly multimedia—based on the Institute for Multimedia Literacy's parameters (see Kuhn, Johnson, & Lopez, 2010 Kuhn , V. , Johnson , D. J. , & Lopez , D. ( 2010 ). Speaking with students: Profiles in digital pedagogy . Kairos: A Journal of Rhetoric, Technology, and Pedagogy , 14 ( 2 ). Retrieved from http://kairos.technorhetoric.net/14.2/interviews/kuhn/index.html [Google Scholar]) for assessing honor students’ multimedia projects—are used to give formative feedback to students’ projects.

Journal
Technical Communication Quarterly
Published
2012-01-01
DOI
10.1080/10572252.2012.626390
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Open Access
Closed
Topics
rhetorical criticism genre theory writing pedagogy teacher development argument assessment literacy studies
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Citation Context

Cited by in this index (9)

  1. Tham (2025)
    Design and Deliberation: Reimagining Rhetorical Arrangement in Technical Commun…
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  2. Skinnell (2021)
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  3. Thominet (2020)
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  4. Teston et al. (2019)
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  1. Bourelle et al. (2017)
    Assessing Multimodal Literacy in the Online Technical Communication Classroom
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  2. Bourelle et al. (2016)
    Sites of multimodal literacy: Comparing student learning in online and face-to-…
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  3. Bourelle et al. (2015)
    Multimodality in the Technical Communication Classroom: Viewing Classical Rheto…
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  4. Burnett et al. (2014)
    A Programmatic Ecology of Assessment: Using a Common Rubric to Evaluate Multimo…
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References (24) · 4 in this index

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CrossRef global citation count: 22 View in citation network → Build reading path →

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