The Weight of Curious Space: Rhetorical Events, Hackerspace, and Emergent Multimodal Assessment
Section snippets
The walk-through :: Where
I’m in a black box, and I’m not comfortable.
I’m a writing teacher standing with a cohort of writing teachers, university colleagues, and community experts faced with over one hundred students about to rush the stage floor to have unscripted conversations about their research questions, their projected audiences, and their public delivery forms.
I’m also a writing teacher who believes that multimodality has been the ubiquitous “new normal” (Ball & Charlton, forthcoming) as long as I’ve cared to
Questions and conversations in the black box
At the first-year, advanced undergraduate, and graduate level, I introduce composition projects to students that generate panic in the face of freedom. I have found myself at a place where I am working only in transitional learning contexts, with students new to college, with students new to rhetorical theories, and with students new to graduate studies. It is this immersion in transition that led me to ask students to map their lives, their desires, their fears, and their theories of how the
The walk-away :: Why
Fostering emergent multimodal assessment through the use of multiple types of space matters because of student learning. Rhetorical savviness is about knowing criteria but also knowing them as living ranges of choice. I think it matters even more to writing program cohesion. Because I’m looking for ways to support new and experienced teachers without leveling or skilling, I have to find ways in which they can experience the evolution of assessment. Staging a conference sequence can work for
Colin Charlton is an associate professor of rhetoric, composition, and literacy studies at The University of Texas-Pan American, where he also directs first year writing programs. He has published on developmental reading and writing, writing program administration, and multimodality. Currently, he's working on a new kind of developmental textbook and a multimodal “coffee table book” about the scenes of writing and teaching
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Colin Charlton is an associate professor of rhetoric, composition, and literacy studies at The University of Texas-Pan American, where he also directs first year writing programs. He has published on developmental reading and writing, writing program administration, and multimodality. Currently, he's working on a new kind of developmental textbook and a multimodal “coffee table book” about the scenes of writing and teaching