1. The Bedford Book of Genres dedicates the initial chapters to outlining different types of genres and how rhetoric operates within them. The book offers many examples of genres and offers a thorough description of each. Do you see yourself prompting your students to compose any of the example genres in class? If so, which ones and why?
2. In "A Multimodal Task-Based Framework for Composing" Shipka enumerates the benefits of these multimodal (and sometimes multi-genre) projects. I see the value in these assignments (especially in terms of how it might foster a healthy revision process), but I wonder how these projects might inhibit some students who lack the material resources, space to create, and time to undertake more ambitious projects. While I understand a large part of their evaluation will consist of the reflection, do you think these projects privilege certain students more than others? Do you have any other concerns about these assignments?
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