| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 347672 | Computers and Composition | 2016 | 13 Pages |
•problem-exploring is a messy part of student learning and the development of meta-awareness in first-year writing•writing instructors might support students in messy problem-exploring through video composition and through careful attention to assessment practices•writing instructors might reorient approaches to assessment to focus on ongoing formative reflection
In this article, we argue that writing instructors might support students in messy problem-exploring through multimodal composition assignments like video composition, and in particular, through careful attention to assessment practices. Through reflective analysis of one teacher's experiences with video composition in first-year writing, we suggest that ongoing formative reflection might be useful for prompting and extending problem-exploring within digital composition. We reflect specifically on Angie's interpretations of her students’ experiences with problem-exploring through video, we narrate how we came to see the limitations of product-focused assessment, and we offer a revised model of ongoing formative assessment.
