1 Leave a comment on paragraph 1 0 Our final section explores ways in which liberal arts educators are actively rethinking established means of teaching and learning about writing on the web. First, Celeste Sharpe, Nate Sleeter, and Kelly Schrum explain “How We Learned to Drop the Quiz” with their innovative approach to teaching historical writing in online asynchronous courses. Thomas Burkdall draws connections between  rhetorical education in ancient times and multimodal writing in The New York Times in his essay, “Code-Switching to Improve Composition in the Liberal Arts.” On a related theme, Kate Morgan argues for liberal arts educators to reconsider our representations of text in “Visuality and Vital Information: Bridging the Gap between the Seen and the Understood.” Shawn Graham reveals how he and his students thought outside the box with an assignment to write algorithmically about historical video games, as described in “Learning to Write at a Distance.” Finally, Jack Dougherty wonders why he hasn’t yet taught his students about certain online writing tools that he relies upon to improve his own prose, and what it says about the liberal arts, in “Rethinking How We Learn and Teach Writing with the Web.”(Not done)

Page 30

Source: http://webwriting2013.trincoll.edu/rethinking/