Revisualizing Composition: How First-Year Writers Use Composing Technologies

Moore, Jessie L.; Rosinski, Paula; Peeples, Tim; Pigg, Stacey; Rife, Martine Courant; Brunk-Chavez, Beth L; Lackey, Dundee; Rumsey, Suzanne K.; Tasaka, Robyn; Curran, Paul; Grabill, Jeffrey T.

doi:10.1016/j.compcom.2015.11.001

Cited by 38 publications

(14 citation statements)

References 10 publications

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“…Students compose on mobile devices but rarely receive direct instruction on composing for mobile devices. Moore et al. (2016) found that “students used cell phones to compose a variety of genres that they identified as most often composed or most valued (85.8% across all genres)” and “their usage of cell phones jumped when we consider only the genres they compose most often (97.6% for the most often used genre, which is not surprising given that ‘texts (SMS/cell)’ was the most frequently composed genre)” (p. 5).…”

Section: Student Multimedia Projects and Assessmentmentioning

confidence: 99%

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Harris

Greer

2020

Journal of Technical Writing and Communication

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Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

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Section: Student Multimedia Projects and Assessmentmentioning

confidence: 99%

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Harris

Greer

2020

Journal of Technical Writing and Communication

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“…In the last two decades, university students writing habits have changed drastically with the event of technology and the web (Moore et al, 2016). They have almost stopped researching in university libraries (Biddix et al, 2011;Leeder & Shah, 2016) and have become heavily dependent to the web and Google when it comes to looking for information (Head & Eisenberg, 2010).…”

Section: Maintextmentioning

confidence: 99%

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Peters

Cadieux

2019

Int J Educ Integr

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Max 150 words. If possible, please submit your abstract in both English and French. When writing an assignment, most students start by searching for information online, which they integrate in their writing and conclude by producing a bibliography for the sources used. They use their informational, writing and referencing skills to do this as well as refer to their plagiarism knowledge to make sure their text is exempt from plagiarism. In this paper, we examined which skills and knowledge students feel the need to further develop in university to prevent plagiarism in their assignments. Professors were also questioned as to their perceptions of their students' skills development during their pre-university studies. Questionnaires were administered in six Quebec Universities to students (n = 1170) and professors (n = 279). Results show that students feel the need for more training while professors expect students to have already mastered the skills and knowledge to prevent plagiarism. Recommendations are made on how to implement better training for students through a program approach. Lors de la rédaction d'un devoir, la plupart des étudiants universitaires commencent par chercher des informations en ligne, qu'ils intègrent dans leur rédaction et terminent en produisant une bibliographie des sources utilisées. Ils utilisent leurs compétences informationnelles, rédactionnelles, et de référencement documentaire et se réfèrent à leurs connaissances en matière de plagiat pour s'assurer que leur texte en soit exempt. Dans cet article, nous avons examiné les compétences et les connaissances que les étudiants ressentent le besoin de développer davantage à l'université pour prévenir le plagiat dans leurs travaux. Les professeurs ont également été interrogés sur leur perception du développement des compétences de leurs étudiants durant leurs études pré-universitaires. Des questionnaires ont été administrés dans six universités québécoises à des étudiants (n = 1170) et à des professeurs (n = 279). Les résultats montrent que les étudiants ressentent le besoin d'une formation plus poussée alors que les professeurs s'attendent à ce que les étudiants maîtrisent déjà les compétences et les connaissances nécessaires pour prévenir le plagiat. Des recommandations sont formulées sur la façon de mettre en oeuvre une meilleure formation pour les étudiants par le biais d'une approche-programme.

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“…The point Wolff is trying to make is that we must productively engage these various writing spaces and modes in our composition classrooms. Moore et al (2016) actually present a little snapshot of the composing technologies our students use on a daily basis: "Notebook paper and pencil, word-processing programs, cell phones, and Facebook: these are just a few of the composing technologies today's students use to write in their everyday, academic, and professional lives" (2). Rebecca Tarsa (2015), a digital writing and rhetoric scholar, calls new forums of writing available to students "digital participation sites," which "offer a wide range of opportunities for deploying both digital and alphabetic literacy skills, and have proven incredibly successful in creating the literacy engagement that frequently proves elusive in composition instruction" (12).…”

Section: A B R I E F R E V I E W O F S O M E R E C E N T M U Lt I M Omentioning

confidence: 99%

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices

Yancey¹

2019

Bridging the Multimodal Gap

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Revisualizing Composition: How First-Year Writers Use Composing Technologies

Cited by 38 publications

References 10 publications

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices

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Revisualizing Composition: How First-Year Writers Use Composing Technologies

Cited by 38 publications

References 10 publications

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Blogging Multimodally: A Multiyear Study of Graduate-­Student Composing Practices

Contact Info

Product

Resources

About

Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices