ENG 655 Week 3 Post by Aaron Cheadle https://padlet.com/aaron_cheadle/a6mc90aruack First Attempt to Make a Padlet en-us 2018-06-06 03:26:07 UTC 2018-06-06 03:44:42 UTC hello@padlet.com aaron_cheadle https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783575 When writing I work best with no distractions--no music, no TV, no trucks or tractors or combines in the background. It helps to nibble on popcorn or trailmix and have juice or herbal tea or Inka to drink. I usually sit and fidget and shift positions. Unlike Palmeri, I don’t talk to myself while writing. Sometimes I will go for a brief walk outside to clear my head. ]]> 2018-06-06 03:31:10 UTC https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783575 aaron_cheadle https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783627 Palmeri hit off a very interesting chapter for this week’s reading. He shared how he is a very auditory composer who often paces and speaks his thoughts out loud as he composes. That could be a very useful way of getting through writer’s block--got to store that one for future reference. Palmeri shared a teaching technique found in a 1972 text book by Otis Winchester, where he describes having students record their conversational voice and then transcribe it. The idea is to gain a feel for the rhetorical quality of your own voice and “increase the expressiveness of their written idiom” (58).  Palmeri suggests that studying recordings of your own voice and editing them can also increase the effectiveness of your own speaking as well. Finally, Palmeri discusses the usefulness of appreciating various dialects as a way to foster greater inclusion as well as expand rhetorical abilities.]]> 2018-06-06 03:31:42 UTC https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783627 aaron_cheadle https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783736 “No literacy event is an island unto itself,” said Stuart Selber in his article discussing Penn State adopting Napster as a media sharing program 10-12 years ago (429). What he meant by that is writers are shaped by the resources they can use--the programs they can access, the materials and articles they can get from the library or through the institution, internet filters, and so on. Writing in 2008 or 2009, he expressed his frustration with the delays involved in getting special accounts for guest speakers or participants, which have “resulted in losses of instructional momentum and in inabilities to capitalize on teachable moments” (439). My head nodded in agreement with that--it happens frequently that I have to pass on a teaching moment because a website is blocked or I can’t get a resource in time for it to make sense in the unit we are doing.These comments are still valid over a decade later, but I would say that now the maturation of our information technologies have resulted in fewer restraints on research and composition. The threat to net neutrality could change that, but the trend has been towards ever greater ease of access to information and to a larger variety of ways to creatively express scholarship.]]> 2018-06-06 03:32:39 UTC https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783736 aaron_cheadle https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783851  In the Kairos article  “POOC Yourself,” Paul Muhlhauser and Daniel Schafer, advocate a course that consists basically of 1) the student exploring various composition venues to identify scholars and experts in a specific area, 2) learning from those subject matter experts, and 3) interacting with and inserting themselves into those academic conversations. (POOC = Personal Open Online Course) The intent of the course is to have the learners connect themselves with the best thinkers, authors, and practitioners of any specific field. Obviously, in this type of course, learners essentially create their own course of study and self-select their own instructors--”make their own university,” as the authors put it. The end product is a multimodal composition sharing what was learned. The article displayed examples of student blogs with pictures, data, discussions, interviews, etc. The sample topics included a project on pens, an evaluation of toilet facilities on campus, and an exploration of celebrities who are into knitting. Grading was not discussed, but presumably it is based on the perceived quality of the final product.

This article was a good example about a assignment creating parameters or boundaries that allowed the student academic space in which to explore and create meaning.



]]> 2018-06-06 03:33:21 UTC https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265783851 aaron_cheadle https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265784211 Muhlhauser, Paul and Daniel Schafer. “POOC Yourself.” Kairos,  22.2 Spring 2018. 
http://kairos.technorhetoric.net/22.2/disputatio/muhlhauser-schafer/index.html#poocis

Palmeri, Jason. Remixing Composition: A History of MultiModal Writing Pedagogy. Southern Illinois 
University Press, 2012.

Selber, Stuart A. “Institutional Dimensions of Academic Computing.” Multimodal Composition, edited by Claire 
Lutkewitte, Bedford/St. Martin’s, 2014, pp427-447.


]]> 2018-06-06 03:37:02 UTC https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265784211 aaron_cheadle https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265784963 I wish to study principles of effective multimodal compositions. Examples: Minutephysics, SmarterEveryDay, Crash Course History, Crash Course Science, Schrodingers Box?, Titanic engines, deficit video, Waterboxx, population presentation. Literature search: interviews of effective multimodal compositionists, search for research on principles of effective YouTube productions, ets. Goal is to develop a unit where students develop an explanatory multimodal composition.]]> 2018-06-06 03:44:24 UTC https://padlet.com/aaron_cheadle/a6mc90aruack/wish/265784963