Collaborative Storytelling: Composition Pedagogy and Communal Benefits of Narrative Innovation

Despite intense debates over the use of computer and networked technologies in composition classrooms, research has been limited by one dimensional support or criticism of integrating technologies into classrooms. The inability to consider students as a central role in the literacy acquisition process has led to many problems in the rhetoric of technology as well as in the implementation of computer and networked technologies in a composition classroom. This study employed a triangulation method to gather empirical data to better assess and critique the rhetoric of technology in composition pedagogy literature. The author collected both quantitative and qualitative data to uncover issues critical to students’ technology literacy in a technologized composition classroom. A questionnaire survey was distributed to 62 bi-cultural undergraduate students conveniently recruited from a large southwestern university near the U.S.-Mexico border. Findings from the quantitative method discovered that English instructors’ technology literacy had significant impacts on students’ own technology literacy. Furthermore, narratives from the qualitative method identify the following themes about technology: effectiveness, practicality, instrumentality, and institutional enforcement. In conclusion, the author discusses the importance of technology literacy in composition classrooms to demonstrate its implications on global literacy theory and practices.

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Hacking the Lecture

Handbook of Research on Writing and Composing in the Age of MOOCs - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-1718-4.ch020 ◽

2017 ◽

pp. 331-347

Author(s):

Stephanie Odom ◽

Leslie Lindsey

Keyword(s):

Social Presence ◽

Freshman Composition ◽

Composition Pedagogy ◽

Course Delivery ◽

Writing Classes ◽

Student Centered ◽

Composition Course ◽

Lecture Video ◽

Writing Instructors

This case study will detail the experience of one composition instructor and her efforts to adapt a collaborative, student-centered freshman composition course to the online environment using a lecture video-focused course delivery. Lectures can be understood as “content lectures” or “presence lectures,” which are recorded lectures meant to model writing skills or communicate concern and support, rather than delivering information to be recalled on an exam. Effective composition pedagogy, because it is often more emotionally labor intensive than lecture-based pedagogy, can be compromised if online writing classes are only conducted textually. Auditory and visual communication creates richer social presence than text-only interactions, but it also introduces logistical challenges of creating an authentic digital space and ensuring the materials are accessible to all learners. To overcome these obstacles while still giving students a feel of the instructor's social presence, pre-recording short presence lectures can be a useful compromise as writing instructors explore the potential of online learning.

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Palin/Pathos/Peter Griffin: Political Video Remix and Composition Pedagogy

Computers and Composition ◽

10.1016/j.compcom.2010.03.004 ◽

2010 ◽

Vol 27 (2) ◽

pp. 77-93 ◽

Cited By ~ 20

Author(s):

Abby M. Dubisar ◽

Jason Palmeri

Keyword(s):

Composition Pedagogy

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Social justice beliefs and curricular freedom: Factors supporting critical composition pedagogy in a U.S. middle school

Teaching and Teacher Education ◽

10.1016/j.tate.2019.06.004 ◽

2019 ◽

Vol 85 ◽

pp. 58-68 ◽

Cited By ~ 2

Author(s):

Nadia Behizadeh ◽

Charity Gordon ◽

Clarice Thomas ◽

Beth Marks ◽

Latricia Oliver ◽

...

Keyword(s):

Middle School ◽

Social Justice ◽

Composition Pedagogy ◽

Critical Composition

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The Limits of Hacking Composition Pedagogy

Computers and Composition ◽

10.1016/j.compcom.2016.11.001 ◽

2017 ◽

Vol 43 ◽

pp. 1-14 ◽

Cited By ~ 1

Author(s):

Lauren Marshall Bowen

Keyword(s):

Composition Pedagogy

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Dancing composition: pedagogy and philosophy as experience

International Journal of Music Education ◽

10.1177/0255761406069639 ◽

2006 ◽

Vol 24 (3) ◽

pp. 197-207 ◽

Cited By ~ 4

Author(s):

Elizabeth Gould

Keyword(s):

Composition Pedagogy

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The Evolution of Online Composition Pedagogy

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch138 ◽

2011 ◽

pp. 981-986

Author(s):

Eileen I. Oliver

Keyword(s):

Online Education ◽

Formal Education ◽

Online Courses ◽

Composition Pedagogy ◽

Writing Teachers ◽

English Writing ◽

Subjective Assessments ◽

Novice Writers ◽

Use Of Internet ◽

Teaching Of Writing

The evolution of composition pedagogy from teachercentered instruction to writing workshop and successful practices in online courses has been dramatic (Gerard, 2006; Hawisher & Selfe,1998; Mahiri, 2004; Prensky, 2001). However, the teaching of writing often gets left out of discussions about online education even though English/writing teachers are rapidly increasing their use of Internet and computers to improve the communication and composing skills of their students at all levels (Vinall-Cox, 2005; Gerard, 2006; Doherty, 1994). Traditional composition pedagogy has been embedded with rigorous and parochial attention to classical forms. In their formal education, novice writers have been subjected to the archaic practices of rote memorization, strict grammatical exercises, and stringently subjective assessments of what is right and what is wrong with their composing skills.

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