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amanda
prakas
conclusion
Cognizant that the majority of students who have entered my classroom over the past nine years had not been expecting to receive assignments that require the material, methodological and rhetorical flexibility an activity-based multimodal framework demands, the aim of this study was to better understand how students have negotiated the complex tasks they were provided with in class.  The case studies presented here suggest that students are, as Nelson argued in 1990, “sensitive decision-makers,” people who are able to “size up a writing situation and adapt their goals and approaches to meet the demands of different classroom contexts” (p. 388).  What’s more, the studies suggest that when given the opportunity to set their own goals for their work, to draw on the resources they believe will facilitate those goals, and to account for the choices they made with their work, students demonstrate a capacity to be markedly sophisticated and highly flexible material, methodological, and rhetorical strategists.
framework
eric
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