Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom.

Meta-awareness;Audio-visual Composition;First-year Writing;Rhetoric and Composition;New Media;English Language and Literature;Education;Humanities;Social Sciences;English & Education

VanKooten, Crystal L.Yergeau, Melanie R. ;

University of Michigan

关键词: Meta-awareness;    Audio-visual Composition;    First-year Writing;    Rhetoric and Composition;    New Media;    English Language and Literature;    Education;    Humanities;    Social Sciences;    English & Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/107333/vankootc_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Building from work in composition studies on transfer, meta-awareness, and new media, this study investigates ;;meta-awareness about composition” through audio-visual (AV) composition, providing empirical evidence of learning outcomes for students who compose with video in a writing course.Through analysis of video interviews, class observations recorded on video, and student-authored documents, I illustrate that meta-awareness about composition involves a student’s ability to move consistently between enacting compositional choices (or, the doing), and articulating how and why those choices are or might be effective or ineffective (or, the saying) within a rhetorical context, and I identify four indicators of movement toward such meta-awareness.I argue that AV composition is particularly suited for developing meta-awareness because it encourages rhetorically-layered doing, a kind of doing that involves orienting and re-orienting to composing contexts, considering multiple audiences and purposes, and revision of parts in service of a whole.In the study, these kinds of rhetorically-layered actions led students to become interested and invested in their compositions, and such interested doing aided in movement toward meta-awareness when combined with specific kinds of saying.Moving toward meta-awareness was also a messy process that centered on problem-exploring, and I use narratives from two instructors to illustrate the complexity of and need for designing instruction and assessments that take messy problem-exploring into account.I conclude by laying out four suggestions for teachers of writing who seek to design instruction that supports students in developing meta-awareness.