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Rhetoric and Composition

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2014

Articles 1 - 15 of 15

Full-Text Articles in Arts and Humanities

Multimodal Mondays: Wrapping It Up: From Digital Badges To E-Dentities, Jeanne Bohannon Dec 2014

Multimodal Mondays: Wrapping It Up: From Digital Badges To E-Dentities, Jeanne Bohannon

Jeanne Law Bohannon

No abstract provided.

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Veterans As Adult Learners In Composition Courses, Michelle Navarre Cleary, Kathryn Wozniak Dec 2014

Veterans As Adult Learners In Composition Courses, Michelle Navarre Cleary, Kathryn Wozniak

Kathryn Wozniak

Considering veterans in the context of research on adult and nontraditional students in college writing classes, this article proposes Malcolm Knowles’s six principles for adult learning as an asset-based heuristic for investigating how writing programs and writing teachers might build upon existing resources to support veteran students.

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Archives Alive!: Adding Scalability To Digital Humanities Scholarship, Undergraduate Engagement, And Librarian/Faculty Collaboration, Tom Keegan, Jennifer Wolfe Nov 2014

Archives Alive!: Adding Scalability To Digital Humanities Scholarship, Undergraduate Engagement, And Librarian/Faculty Collaboration, Tom Keegan, Jennifer Wolfe

Tom Keegan

This presentation includes the results of a collaboration between library staff and IDEAL (Iowa Digital Engagement and Learning) faculty that extends a manuscript transcription crowd-sourcing project, DIY History, into the undergraduate classroom. Archives Alive!, a month-long curriculum module for freshmen Rhetoric students, uses DIY History to teach research, writing, and presentation skills through a series of digitally-engaged tasks. Students not only work with primary source materials, but become part of the collaborative effort to build and enhance them. Piloted in 2013 with two courses, the project has grown to nearly 20 classes totaling 400 students. Scalable, interdisciplinary, and open access, …

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Linguistic Prejudice And A Call For Epistemic Rights, Beth Godbee Oct 2014

Linguistic Prejudice And A Call For Epistemic Rights, Beth Godbee

Beth Godbee

Through work on a larger project, I have come to believe that the terms and related framework of epistemic injustice and epistemic rights are crucial. They are crucial for explaining the wrong of school English when it strips writers of their sense of knowing and their attendant agency, confidence, and even personhood. They are crucial for identifying, describing, and responding to the wrongdoing—the microaggressions and larger injustices—that Richardson recounts and that many scholars (e.g., Powell; Smitherman; Villanueva; Young) have documented. And they are crucial in indicating the need to rethink single language / single modality approaches, …

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Community Wikis As Collaborative Service Projects, Jeanne Bohannon Oct 2014

Community Wikis As Collaborative Service Projects, Jeanne Bohannon

Jeanne Law Bohannon

No abstract provided.

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Tweet Me, Tweet You: Using Twitter And Storify To Build Classroom Community In A Flipped, First-Year Composition Classroom, Jeanne Bohannon Sep 2014

Tweet Me, Tweet You: Using Twitter And Storify To Build Classroom Community In A Flipped, First-Year Composition Classroom, Jeanne Bohannon

Jeanne Law Bohannon

No abstract provided.

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Newbs R Us: A New Year And New Multimodal Opportunities, Jeanne Bohannon, Kim Haimes-Korn Sep 2014

Newbs R Us: A New Year And New Multimodal Opportunities, Jeanne Bohannon, Kim Haimes-Korn

Jeanne Law Bohannon

No abstract provided.

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Re-Thinking Information Literacy Training With Desire2learn Learning Environment And Scorm, Eric A. Kowalik Apr 2014

Re-Thinking Information Literacy Training With Desire2learn Learning Environment And Scorm, Eric A. Kowalik

Eric A. Kowalik

The flipped classroom that started in K-12 has now caught the attention of higher education as a way of encouraging deeper and more meaningful learning for students.
This presentation will demonstrate how, by using an Articulate Storyline SCORM package within the Desire2Learn platform, librarians and instructors flipped the information literacy training session.
A similar version of this presentation was also given at the 2014 Wisconsin Desire2Learn Ignite Regional User Conference in Waukesha, WI.

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How To Teach Grammar, Michelle Navarre Cleary Mar 2014

How To Teach Grammar, Michelle Navarre Cleary

Michelle Navarre Cleary

Depending on your age, you may have been taught grammar through memorization and diagramming sentences. Kathleen Dunn talks with an educator who says that to instill better grammar, we should encourage more reading and writing.

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The Wrong Way To Teach Grammar, Michelle Navarre Cleary Feb 2014

The Wrong Way To Teach Grammar, Michelle Navarre Cleary

Michelle Navarre Cleary

A century of research shows that traditional grammar lessons—those hours spent diagramming sentences and memorizing parts of speech—don’t help and may even hinder students’ efforts to become better writers. Yes, they need to learn grammar, but the old-fashioned way does not work.

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On Creating A Satellite Digital Archives Of Literacy Narratives: The Stories We Tell, John Scenters-Zapico, Lou Herman, Kate Mangelsdorf, Lindsay Hamilton Dec 2013

On Creating A Satellite Digital Archives Of Literacy Narratives: The Stories We Tell, John Scenters-Zapico, Lou Herman, Kate Mangelsdorf, Lindsay Hamilton

Kate Mangelsdorf

In this essay we will first discuss the way we situate literacies into the vision of the Digital Archives of Literacy Narratives (DALN), based at Ohio St. . Next, we discuss the process of creating our local small DALN so that readers in other locations can use what we have done. Finally, we share some of the places we have interviewed and filmed narratives as well as the processes that allowed us to access, or not, these audiences.

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Graduate Writing Workshops: Crossing Languages And Disciplines, Elaine Fredericksen, Kate Mangelsdorf Dec 2013

Graduate Writing Workshops: Crossing Languages And Disciplines, Elaine Fredericksen, Kate Mangelsdorf

Kate Mangelsdorf

This chapter reports on a study conducted at a border university in the Southwest on a writing workshop for graduate students from a variety of language and disciplinary backgrounds. Findings indicate that students benefited from working with others from different backgrounds, though some issues remain. Suggestions for developing a similar writing workshop are given.

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Readings For Racial Justice: A Project Of The Iwca Sig On Antiracism Activism, Beth Godbee, Bobbi Olson, The Sig Collective Dec 2013

Readings For Racial Justice: A Project Of The Iwca Sig On Antiracism Activism, Beth Godbee, Bobbi Olson, The Sig Collective

Beth Godbee

In this pdf, we introduce the IWCA SIG on Antiracism Activism Annotations Project by, first, situating the need for this work in writing centers; second, sharing the history and aims of the SIG; third, discussing the project with particular attention to its need, the collaborative creation process, and an invitation to become involved; and finally, concluding with other thoughts on how readers might read and use this collection of resources. The annotations that follow represent initial efforts at sharing resources with the wider writing center community: twenty-nine contributors added to this document, and we imagine that the Collective will continue …

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Talking About Digital Literacies, Jeanne Bohannon Dec 2013

Talking About Digital Literacies, Jeanne Bohannon

Jeanne Law Bohannon

No abstract provided.

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Think About It: Critical Skills For Academic Writing, Jayme Stayer, John Mauk, Karen Mauk Dec 2013

Think About It: Critical Skills For Academic Writing, Jayme Stayer, John Mauk, Karen Mauk

Jayme Stayer

No abstract provided.

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