By Diane Penrod
Composition in Convergence: The effect of recent Media on Writing evaluation considers how technological forms--such as pcs and on-line courses--transform the review of writing, as well as textual content lecture room task. a lot has been written on how know-how has affected writing, yet evaluate has had little recognition. during this publication, writer Diane Penrod examines how, at the one hand, machine expertise and interactive fabric create a disruption of traditional literacy practices (reading, writing, analyzing, and critique), whereas, however, the impression of pcs permits lecturers to suggest and strengthen new types for pondering and writing to interact scholars in real-world settings.
This textual content is meant for students and educators in writing and composition, academic evaluation, writing and know-how, pcs and composition, and digital literacy. furthermore, it really is acceptable for graduate scholars making plans to coach and verify digital writing or educate in on-line environments.
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Additional resources for Composition in Convergence: The Impact of New Media on Writing Assessment
A standard yet simplistic description of writing assessment as many educators often define it was pulled from a current textbook on authentic literacy assessment: Composition is the interaction of the writer's knowledge, the text to be created, and the context within which writing occurs .... Specifically, the writer's knowledge consists of (1) knowledge of the writing process, (2) topic knowledge, (3) discourse knowledge (knowledge of text structures, such as narrative, expository, persuasive), (4) vocabulary knowledge, (5) interest in writing, (6) motivation to write, and (7) INTERNETWORKED WRITING 21 knowledge of linguistic devices (techniques writers use to help reader make connections among ideas).
I'm sure sometimes classes went against Dr. Penrod's lesson planbook [sic], but I found every one productive (fall 1998 semester, brackets mine for clarity). This student aptly points to the difficulties some of his or her peers may have with a writing classroom that responds to technological convergence. The current-traditional or purely process-based composition class, or a writing class focused solely on meeting expectations for state writing assessment exams, read as a "boring" writing classroom by this student, has set opportunities for the students' composing processes.
Although each of us may have private thoughts, once those thoughts are typed into a networked space like e-mail or the web, our minds link with other minds. So, the mind's private actions are made public instead of being kept unstated. This is especially true with certain electronic genres like weblogs, as the online journal format promotes the mind's continual reflection and private action. The body, which is public in most social spaces, becomes private when we communicate electronically. Unless all of us share the same physical classroom space at some point in the semester, the students and the instructor may not know what others look like in the class or from where the students respond.