In this essay, Beth Ann Rothermel describes the heavy marketing of machine-reading programs to K-12 administrators and teachers. She argues that these programs narrow and constrict the work of both writer and teacher. With machine-reading programs, she writes, teaching and learning become "formulaic and asocial."
Professors of English at the University of Massachusetts at Amherst. Site Director (Anne) and founding director (Charlie) of the Western Massachusetts Writing Project and of the University of Massachusetts Writing Program. Collaborators on a range of major projects, including, with Kevin Hodgson, the recent Teaching the New Writing co-published by TCP and NWP. Recent passions: Anne: gardening, walking, family; and Charlie: choral singing, mildly competitive cycling, and grandchildren.
Writing Project Site
In this essay, Carl Whithaus argues that computers are already involved in our students' writing practice, as spell- and grammar-checkers are part of all word-processing programs. He argues that we should explore the potential of the computer as reader, rather than rejecting it out of hand. He describes one of these programs, Intelligent Essay Assessor, as it is being used to read short student essays, and he lays out the potential for the pedagogical uses of grammar-checking software. - See more at: http://digitalis.nwp.org/resource/2090#sthash.X0mbyTv5.dpuf
Between Modes: Assessing Student New Media Compositions.” Kairos 10(2).
In this article posted with permission from the journal Computers and Composition, Kathleen Blake Yancey takes on the question of the assessment of new media compositions.
Beginning with the assumption that “coherence” is a central feature of both print and digital texts, Yancey explores what that means for digital texts, focusing on the kind of relationships that are created among various features of a text. As a foundation for assessment, she presents a heuristic to encourage an inquiry-based stance toward digital compositions that focuses on types of arrangements created, their intention, and their effects.
In this collection, teachers K–13 present specific multimodal composing projects, considering them in light of goals for student learning and challenges of assessment. In addition to illustrations of students’ compositions, the chapters include samples of specific evaluation rubrics. Reviewed here