Skip to content
2018
Volume 79, Issue 1
  • ISSN: 0010-0994
  • E-ISSN: 2161-8178

Abstract

In this article, I draw from a qualitative case study supported by theoretical framing from John Dewey and Gregory Schraw to explore how and why video composition could be a particularly useful site for the development of meta-awareness about composition within a writing course. Specifically, video opened space for rhetorically layered actions, metacognitive articulations, and interest, which led students to consider, plan for, or recount the transfer of compositional knowledge across media

Loading

Article metrics loading...

/content/journals/10.58680/ce201628692
2016-09-01
2024-11-06
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/ce201628692
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error