Penrod D. (2005). Composition in Convergence: The Impact of New Media on Writing Assessment. Mahwah, New Jersey: Lawrence Erlbaum Associates.
In the title of her “Introduction," Diane Penrod asks, “What happens when technologies intersect in pedagogical spaces?” (p. xv). Penrod, a Rhetoric and Composition professor and the National Writing Project Director at Rowan University, explores the implications of the current “convergence” of two technologies in Composition—writing assessment and networked writing.
Penrod discusses how “convergence” impacts the history of Composition (Introduction); redefines composition pedagogy and writing assessment (Chapter 1); reconceptualizes traditional notions of the print text, writing assessment, and the instructor-student relationship (Chapter 2); alters notions of student authorship (Chapter 3); revises traditional psychometric writing terminology and assessment practices and instruments (Chapter 4); manifests itself as “hot” writing assessment and “cool” networked technologies collide, conflict, and/or combine (Chapter 5); relates to “access” issues and ethical writing assessment practices (Chapter 6); and “remediates” traditional writing assessment instruments and assignments (Chapter 7).