• Multimodal Rhetorical Analysis

    Author(s):
    Quinn Warnick
    Editor(s):
    Kristin L. Arola, Jennifer Sheppard
    Date:
    2020
    Subject(s):
    Evaluation
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Design, DPih Course Material or learning objects, Practice, Learning objectives, Student agency, Digital pedagogy, Composition, Assessment
    Permanent URL:
    http://dx.doi.org/10.17613/6m8q-9951
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: While the first two artifacts in this list look more specifically at design, this assignment folds design into a multimodal rhetorical analysis assignment. It also asks students to specifically consider how the analysis work they are doing can lead to a list of best practices for their own productions. Encouraging students to dig deeply within design analyses while also considering how those analyses can contribute to their own design practices is key in fostering a discursive understanding of design within digital pedagogy. Similar to how we ask students to analyze writing in the hopes they become more critical about reading and writing, this assignment asks students to analyze a multimodal text so as to become more critical about the multimodal texts they produce. More specifically, it asks them to take stock of the most effective strategies they encounter and produce a list of best practices for their own designs. This assignment helps make a bridge from analysis to production.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution-NonCommercial
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