From Shipka’s “Negotiating Rhetorical, Material, Methodological, and Technological Difference: Evaluating Multimodal Designs”:
The questions associated with the SOGC do not, by contrast, ask students to detail what they learned while accomplishing a task, or how they felt before, during, or after composing a text. They do not ask students to indicate places where they think their work is strongest or where it might be improved, and they do not ask students to offer a grade justification. Rather, they ask students to focus specifically on the texts they produce in response to a task and to catalog the various rhetorical, material, methodological, and technological choices they made with their work. After cataloging their choices, students are asked to describe how those choices impacted, positively or otherwise, the meanings their texts are able to make.
“The SOGC is not intended to serve as text in which students simply describe what they did (or thought or felt) throughout the process of composing a text, nor is it intended to serve as a place where students simply describe and assess their final products. Rather, the SOGC is intended “to bring more of the dynamics of communication to consciousness‘ ” (W356-7).
Shipka, Jody. “Negotiating Rhetorical, Material, Methodological, and Technological Difference: Evaluating Multimodal Designs.” College Composition and Communication. 61(2009): W343-366.
Associated questions:
- Where does the writing happen in multimodality?
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