Assessing Scholarly Multimedia: A Rhetorical Genre Studies Approach

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
Open Access: Closed
Topics: genre theory

Citation Context

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Also cites 5 works outside this index ↓

Ball C. E. (2005)

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