1. Drawing inspiration from the Shipka reading, what strategies or ideas do you have for assessing multimodal, task-based projects?
2. Do you think multimodal, task-based projects can help us shift away from what Inoue calls a "whitely disposition?" If yes, how so?
Welcome! This blog acts as a space for you to critically reflect on the readings and better absorb the material, and it puts you in conversation with your peers about their understanding of the material. Directions: 1: Create a new post where you will raise two questions about the readings that you would like your peers to engage with. 2: Reply to one peer's post as a comment and attempt to answer one of their posted questions. Blog posts are due by 8pm the night before class.
Subscribe to:
Post Comments (Atom)
Yon's questions for July26
Q 1. According to Reiff, the genre can be interpreted in the context of a power dynamic. Used to a genre convention, however, readers often...
-
1. After reading Arola’s article and taking into consideration the eight-year time lapse, would you agree or disagree that ...
-
1. Reiff stresses an importance for instructors to move beyond simply teaching genre as form. For one, if we teach genre as simply a templat...
Aram,
ReplyDeleteIn answer to your second question I was thinking how a multimodal based project can work to the students strength. If that's the case, students can choose what they know and feel comfortable with, rather than a teacher dictating what everyone must do all the time without any leeway.
Hi Aram,
ReplyDeleteIn response to your second question I think that multimodal task-based assignments have the potential to shift away from "whitely disposition". However, this is dependent on the approach of instructor and that of the participating students and how willing they are to challenge the established expectations of language. These projects allow students to express themselves creatively beyond that of an essay, which encourages alternative approach and voice when tackling the task at hand.