• Making Podcasts to Support Research-Based Writing and Reflection

    Author(s):
    Dominique Zino, Vilma and Carmen students
    Editor(s):
    Anne B. McGrail
    Date:
    2020
    Tag(s):
    Audio, Bloom and fade, DPiH, DPiH Community College, DPiH Course Material or learning objects, Getting started, reflection, rubric, Student work, Collaboration, Composition, Digital pedagogy
    Permanent URL:
    http://dx.doi.org/10.17613/tpwg-8b14
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: In first-year composition courses at LaGuardia Community College, one learning objective is developing rhetorical awareness. By building in live speakers and live audiences, a podcasting project makes the concept of a “rhetorical situation” more concrete. Podcasting can be an informal, low-stakes assignment, or it can serve as a more in-depth final research assignment. One useful resource for those experimenting with this genre is the composition textbook Compose, Design, Advocate, by Anne Wysocki and Dennis Lynch, which takes a rhetorical approach to creating various kinds of multimedia artifacts. Wysocki and Lynch suggest that writers outline the moving rhetorical parts of a task (purpose, audience, context, strategies, medium, arrangement, and testing) through a document they call the “design plan” (345). The attached PDF includes an outline of a four-stage podcasting process. It also includes two sample student design plans, directions for interviewing and for creating a bibliography, and a grading rubric for a podcasting project.
    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:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial

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