NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ944329
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1534-9322
Podcasting and Performativity: Multimodal Invention in an Advanced Writing Class
Jones, Leigh A.
Composition Studies, v38 n2 p75-91 Fall 2010
This article points composition scholars toward two bodies of theory that are gaining attention in our discipline, performance studies and multimodal discourse theory. Each raises important questions about the ways we teach writing, the kinds of composition processes we value, and the means by which students construct authority in the university. The author argues that by combining performance studies and multimodal discourse theories with invention strategies early in the research writing process, instructors can enhance the effectiveness of students struggling to adopt an authoritative voice in research papers. Instructors can merge these approaches productively by assigning student-generated podcasts. (Contains 4 notes.)
University of Winnipeg. Department of Rhetoric, Writing, and Communications 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-786-9001; Fax: 204-774-4134; e-mail: compositionstudies@uwinnipeg.ca; Web site: http://www.compositionstudies.uwinnipeg.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A