Over the course of the last 5 years student consensus over which courses they favor, and which have becoming exhausting, too much work, or simply ‘boring’, has grown quite a bit. More often than not, my students will express that they ‘just aren’t good at writing’ or ‘don’t like reading’. In the reading Palmeri poses a thought provoking argument on our focus of product versus process. With systematic assessments, such as standardized testing, promoting a cultural pressure to fit within the constructs of prescriptive writing in order for students to meet graduation requirements, it’s difficult for teachers to prioritize or feel supported in prioritizing multimodal writing. The consequences, as mentioned before, lead students to think of composition and communication, especially when only taught through reading and writing, as accessible to the select few. However, when Palmeri introduces Emigs suggestion of facilitating students learning of composition through diverse artistic forms such as filmmaking, dance, art, etc., These forms of composition permit students to shift their focus from end product, such as a five paragraph essay, to their process and the autonomy they have throughout it. I’d be interested to see how prioritizing process versus product would shift students beliefs about their relationship with composition and communication.
Palmeri, Jason. Remixing Composition: a History of Multimodal Writing Pedagogy. Southern Illinois University Press, 2012.
Comentarios