Home

Defining Multimodal Composition

Affordances

Constraints

Drafts

Reflections

References

References

A  B  C D E  F  G  H  K  L  M  N  O  P  R  S  T  V  W  Y  Z

Alberti, J. (2008). The game of reading and writing: How video games reframe of understanding of literacy. Computers and Composition, 25(3): 258-269. Anson, C. M. (2003). Responding to and assessing student writing: The uses and limits of technology. In P. Takayoshi & B. Huot (Eds.), Teaching writing with computers: An introduction (pp. 234-246). Boston: Houghton Mifflin Company. Blair, K. L. & P. Takayoshi. (1997). Reflections on reading and evaluating electronic portfolios. In K. B Yancey & I. Weier  (Eds.), Situating portfolios: Four perspectives (pp.  357-369). Logan: Utah State University Press. Broad, R. L. "Portfolio scoring": A contradiction in terms. In Black, L., Diaker, D., Sommers, J., and Stygall, G. (Eds.). New Directions in portfolio assessment (pp. 263-276). Portsmouth: Boynton/Cook. Callahan, S. (1997). Kentucky’s state-mandated writing portfolios and teacher accountability. In K. B. Yancey & I. Weiser (Eds.). Situating portfolios: Four perspectives (pp. 57-71). Cambridge, D., Cambridge, B. L, & Yancey, K. B. (2009). Electronic portfolios 2.0: Emergent research on implementation and impact. Sterling, VA: Stylus.  CCCC. (2004). Position statement on teaching, learning, and assessing writing in digital environments. Retrieved on April 20, 2009, from http://www.ncte.org/cccc/resources/positions/digitalenvironments. Cushman, E. (2004a). Composing new media: Cultivating landscapes of the mind. Kairos, 9(1). Available: http://english.ttu.edu/kairos/9.1/ Cushman, E. (2004b). Toward a rhetoric of new media: Composing (me)dia. Computers and Composition Online (Spring 2004). Available: http://www.bgsu.edu/cconline/theory.htm Cronbach, L. (1988). Five perspectives on validation argument. In H. Wainer & H.I. Braun (Eds). Test validity (pp. 3-17).   Hillsdale, NJ: Lawrence Erlbaum. Desmet, C., Griffin, J., CHurch Miller, D., Balthazor, R., & Cummings, R. (2009). Re-visioning revision with eportfolios in the University of Georgia first-year composition program. In Cambridge, D., Cambridge, B. L, & Yancey, K. B. (Eds.). Electronic portfolios 2.0: Emergent research on implementation and impact (pp. 155-163). Sterling, VA: Stylus. Elbow, P. (1973). Writing without teachers. New York: Oxford University Press. Elbow, P. & Belanoff, P. (1986). Portfolios as a substitute for proficiency examinations. College Composition and Communication, 37: 336-339. Faigley, L. (1989). Judging writing, judging selves.  College Composition and Communication, 40: 395-414. Faigley, L. (2003). The challenge of the multimedia essay.  In Bloom, L. Z, D. A. Daiker & E. M. White (Eds.). Composition studies in the new millennium: Rereading the past, rewriting the future (pp. 174-187). Carbondale: Southern Illinois University Press. Gitelman, L. (2006). Always already new: Media, history, and the data of culture (Kindle version). Cambridge: MIT Press. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Gold, S. E. (1992). Increasing student autonomy through portfolios. In K. B. Yancey (Ed.), Portfolios in the writing classroom: An introduction (pp. 20-30). Urbana: NCTE. Gruber, S. (2003). The language of web texts: Teaching rhetorical analysis of web material through scaffolding. In P. Takayoshi & B. Huot (Eds.), Teaching writing with computers: An introduction (pp. 153-165). Boston: Houghton Mifflin Company. Hamp-Lyons, L. & Condon, W. (1993). Questioning assumptions about portfolio-based assessment. College Composition and Communication, 44(2): 176-190. Hampton, S. & Kahn, S. (2009). Demonstrating intellectual growth and development. In Cambridge, D., Cambridge, B. L., & Yancey, K. B. (Eds.). Electronic portfolios 2.0: Emergent research on implementation and impact (pp. 91-96). Sterling, VA: Stylus. Handa, C. (2003). Teaching with the world wide web: Transforming theory, pedagogy, and practice. In P. Takayoshi & B. Huot (Eds.), Teaching writing with computers: An introduction (pp. 166-181). Boston: Houghton Mifflin Company. Hawisher, G.E. & Selfe, C. L. (1997). Wedding the technologies of writing portfolios and computers: The challenges of electronic classrooms. In K. B. Yancey & I. Wesier (Eds.), Situating portfolios: Four perspectives (pp. 305-321). Logan: Utah State University Press. Hawisher, G. E. & Selfe, C. L. (2002). Collaborative configurations: Researching the literacies of technology. Kairos: 7(3): http://kairos.technorhetoric.net/issueArchive.html. Hull, G. & Nelson, M. E. (2005). Locating the semiotic power of multimodality.  Written Communication, 22(2). 224-261. Huot, B. (1990). Reliability, validity, and holistic scoring: What we know and what we need to know. College Composition and Communication, 41(2): 201-213. Huot, B. (1996). Toward a new theory of writing assessment. College Composition and Communication, 47: 549-566. Huot, B. & Williamson, M. M. (1997). Rethinking portfolios for evaluating writing: Issues of assessment and power. In Yancey, K. B. & Weiser, I. (Eds.). Situating portfolios: Four perspectives (pp. 43-56). Logan: Utah State University Press. Jackson, B. (2010). Teaching the analytical life. Composition Studies, 38(2): 9-27. Kress, G. (2003). Literacies in the new media age. London: Routledge. Kynard, C. (2006). ’Y’all are killin me up in here’: Response theory from a newjack composition instructor/sistahgurl meeting her students on the page. Teaching English in the Two-Year College, 34: 361-387. Lankshear, C. & Knobel, M. (2008). New literacies: Everyday practices and classroom learning. McGraw-Hill: New York. Larson, R. L. (1996). Portfolios in the assessment of writing: A political perspective. In E. M. White, W. D. Lutz & S. Kamusikiri (Eds.), Assessmentt of writing: Politics, policies, practices (pp. 271-283). New York: The Modern Language Association of America. Latour, B. (1996). Aramis or the love of technology. Cambridge: Harvard University Press. Lauer, C. (2009). Contending with terms: "Multimodal" and "multimedia" in the academic and public spheres. Computers and Composition, 26(4): 225-239. Lenard, M. (2005). Dealing with online selves: Ethos issues in computer-assisted teaching and learning. Pedagogy: Critical approaches to teaching literature, language, composition, and culture, 5(1): 77-95. Lundin, R. W. (2008). Teaching with wikis: Toward a networked pedagogy. Computers and Composition, 25: 432-448. Lunsford, A. (2006).  Writing, technologies, and the fifth canon. Computers and Composition, 23(2). 169-177.  McDonagh, D., Goggin, N. & Squier, J. (2005). Signs, symbols, and subjectivity: An alternative view of the visual. Computers and Composition, 22(1). 79-86. Messick. S. (1989). Validity. Educational Measurement, Third Edition, ed. R.Linn. Washington, D.C.: American Council on Education and National Council on Measurement in Education. Moss, P. A. (1994). Can there be validity without reliability? Educational Researcher, 23(4): 5-12. Murphy, S. (1999). Assessing portfolios. In C. R. Cooper & L. Odell (Eds.). Evaluating writing: The role of teachers’ knowledge about texts, learning, and culture (pp. 114-135). Urbana: National Council of Teachers of English. Murphy, S. & M. A. Smith (1999). Creating a climate for portfolios. In C. R. Cooper & L. Odell (Eds.). Evaluating writing: The role of teachers’ knowledge about texts, learning, and culture (pp. 325-343). Urbana: National Council of Teachers of English. Murray, D. (November 1972). Teach writing as a process not product. The Leaflet, 11-14. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Review, 66(1). 60-92. O’Brien, C. W. (1997). Of large-mouth milk jugs, cosmic trash compactors, and renewal machines: Reflections on a multi-task portfolio assessment. In K. B. Yancey & I. Weiser (Eds.), Situating portfolios: Four perspectives (pp. 101-124). Logan: Utah State University Press. Pagnucci, G. S. & N. Mauriello. (2008). Re-mapping narrative: Technology’s impact on the way we write. Cresskill: Hampton. Perry, M. (1997). Producing purposeful portfolios. In K. B Yancey & I. Weiser (Eds.), Situating portfolios: Four perspectives (pp. 182-189). Logan: Utah State University Press. Phelps, L. W. (1989).  Images of student writing: The deep structure of teacher response. In C. M. Anson (Ed.). Writing and response: Theory, practice and research (pp. 37-67). Urbana: National Council of Teachers of English. Rice, J. E. (2008). Rhetoric's mechanics: Retooling the equipment of writing production. College Composition and Communication, 60(2): 366-387. Selber, S. A. (2004). Multiliteracies for a digital age. Carbondale: Southern Illinois University Press. Selfe, C. L. (Ed.). (2007). Multimodal composition: Resources for teachers. Cresskill: Hampton Press. Selfe, C. (2009).  The movement of air, the breath of meaning : Aurality and multimodal composing. College Composition and Communication, 60(4), 616-663. Press. Shipka, J. (2005). A multimodal task-based framework for composing. College Composition and Communication, 57(2). 277-306. Street, Brian V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press. Takayoshi, P. & C. L. Selfe. (2007). Chapter 1: Thinking about multimodality. In C. L. Selfe (Ed.), Multimodal composition resources for teachers (pp. 1-12). Cresskill: Hampton Press, Inc. Tobin, L. (2001). Process pedagogy. In G. Tate, A. Rupiper & K. Schick (Eds.), A guide to composition pedagogies (pp. 1-18). New York: Oxford University Press. Vie, Stephanie. (2008). Digital divide 2.0: "Generation M" and online social networking sites in the composition classroom. Computers and Composition, 25(1): 9-23. Wickliff, G. A. (1997). A hypertext authoring course, portfolio assessment, and diversity. In K. B portfolios: Four perspectives (pp. 322-337). Logan: Utah State University Press.   White, E. M. (2007). Assigning, responding, evaluating: A writing teacher’s guide. New York: Beford/St. Martin’s. WIDE Research Center. (2009). Why teach digital writing? Kairos, 10(1). Available: http://www.wide.msu.edu/. Williams, B. (2007). Foreward. In C. L. Selfe (Ed.), Multimodal composition resources for teachers (pp. ix-xiii). Cresskill: Hampton Press, Inc. Williams, B. (2008). “What South Park character are you?”: Popular culture, literacy, and online performances of identity. Computers and Composition, 25: 24-39. Wysocki, A. F. (2001). Impossibly distinct: On form/content and word/image in two pieces of computer-based interactive multimedia. Computers and Composition, 18: 209-234. Wysocki, A. F., J. Johnson-Eilola, C. L. Selfe (Eds.). (2004). Writing new media: Theory and applications for expanding the teaching of composition. Logan: Utah State University Press. Yancey, K. B. (1992). Portfolios in the writing classroom: A final reflection. In K. B. Yancey (Ed.), Portfolios in the writing classroom: An introduction (pp. 102-116). Urbana: NCTE. Yancey, K. B. (1999). Looking back as we look forward: Historicizing writing assessment. College Composition and Communication, 50(3): 483-503. Yancey, K. B. (2004). Made not only in words: Composition in a new key. College Composition and Communication, 56(2), 297-328. Zebroski, J. T. (1989). A hero in the classroom. In B. Lawson, S. S. Ryan, W. R. Winterowd (Eds.), Encountering student texts: Interpretive issues in reading student writing (pp. 35-47). Urbana: National Council of Teachers of English.

A  B  C  E  F  G  H  J  K  L  M  N  O  P  R  S  T  V  W  Y  Z

Top

Home

Defining Multimodal Composition

Affordances

Constraints

Drafts

Reflections

References