Kefaya Diab Volume 5 Chapter Description Students in writing courses often circulate inaccessible and hard-to-read digital documents to their teachers and peers, thus disabling the readers. This essay is inspired by my experience with my students and the activities I design to help them notice the importance of composing readable and accessible digital texts. The […]
Enabling the Reader Read More »
Michelle Sprouse Volume 5 Chapter Description Students are often encouraged to annotate while reading. However, annotation is often framed as an individual undertaking, a conversation between a reader and text. This chapter repositions annotation in the writing classroom as a social activity that can support students’ literacy development. Beginning with opportunities for students to reflect
Reading in Conversation: A Student’s Guide to Social Annotation Read More »
Elizabeth Caravella & Rich Shivener Assignments & Activities Archive Activity Description As students turn to composing more multimodal and digital pieces in their writing courses, a number of writing instructors have employed the process known as gamification, or, the application of game-like elements, to their classrooms. Through this activity, students will learn to also utilize
Writing Like a Game Designer Read More »
Charles McGregor Assignments & Activities Archive Assignment Description This assignment is intended to be used as a proposal for a big multimodal composition project. The goal of this assignment is to help students articulate their topic, think through their intended audience and where they exist, and practice composing through a non-linguistic mode of communication they
Multimodal Proposal Read More »
Keri Epps Assignments & Activities Archive Assignment Description As a writing instructor dedicated to researching and teaching rhetorical genres, I often struggle with how to facilitate students’ learning of what makes a genre, how it circulates, and who it matters to. In short, designing scaffolded assignments around “genre” has seemed difficult in writing courses at
How to Write a _____ Like a _____ Read More »
Heather Shearer Assignments & Activities Archive Assignment Description Many composition instructors ask students to read drafts aloud during writing workshops because doing so helps writers identify logical gaps, stylistic mishaps, or localized errors they overlook when reading drafts silently. To amplify the writerly knowledge gained from reading drafts aloud, we can extend the read-aloud practice
“Lend Ears!”: Creating Audio Recordings of Final Drafts to Develop Rhetorical Awareness Read More »
Melvin E. Beavers Volume 5 Assignment Description The purpose of this assignment is to use rhetoric to think and write critically about technology and the users’ experiences with it. To do so, students will work collaboratively to determine what makes a smartphone app successful. Once they agree, each student is bound by the criteria they
Rhetorical Analysis: Creating an App Casebook Read More »
Ellen Cecil-Lemkin and Tamara Gluck Volume 5 Chapter Description From school to the workplace, managing team projects isn’t always easy, but this chapter aims to prepare students for success. In this chapter, we guide students through different tools for working with others, maintaining project goals, and completing projects where technology is at the forefront. We
Navigating Your Collaborative Project Read More »
Benjamin Miller Volume 5 Chapter Description This essay recommends that writers use digital tools to keep track of what’s changing as they write—and to include a quick comment with each notable change, saying what they’re trying to achieve. These revisitable histories are helpful in several ways. First, when we notice what we’re changing (often unconsciously)
What’s the Diff? Version History and Revision Reflections Read More »
Matthew A. Vetter and Oksana Moroz Volume 5 Chapter Description In a previous Writing Spaces essay entitled, Wikipedia Is Good for You!?, James P. Purdy introduces us to the idea that the online encyclopedia, often devalued in educational spaces, can serve as a starting place for research and a process guide to research-based writing. By
You Are Good for Wikipedia Read More »
