Composition in convergence [[electronic resource] ] : the impact of new media on writing assessment / / Diane Penrod

• Record Nr.: UNINA9910817072603321
• Autore: Penrod Diane
• Pubbl/distr/stampa: Mahwah, NJ, : L. Erlbaum, 2005
• ISBN: 1-282-32404-7; 9786612324048; 1-4106-1258-9
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (217 p.)
• Disciplina: 808/.042/0285
• Soggetti: English language - Rhetoric - Study and teaching; English language - Rhetoric - Study and teaching - Technological innovations; English language - Rhetoric - Study and teaching - Data processing; Report writing - Study and teaching (Higher) - Technological innovations; Report writing - Study and teaching (Higher) - Data processing; Online data processing - Authorship - Study and teaching; Grading and marking (Students); College prose - Evaluation
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. 171-176) and index.
• Nota di contenuto: Contents; Preface; About the Author; Introduction; 1 Moving Toward Internetworked Writing and Assessment; 2 Transforming Texts, Transforming Assessment; 3 Who Owns the Words in Electronic Texts?; 4 Rethinking Validity and Reliability in the Age of Convergence; 5 Hot and Cool Technologies in the Age of Convergence: Assessing the Writing in Room 25; 6 Access Before Assessment?; 7 Remediating Writing Assessment; References; Author Index; Subject Index
• Sommario/riassunto: Composition in Convergence: The Impact of New Media on Writing Assessment considers how technological forms--such as computers and online courses--transform the assessment of writing, in addition to text classroom activity. Much has been written on how technology has affected writing, but assessment has had little attention. In this ; book, author Diane Penrod examines how, on the one hand, computer technology and interactive material create a disruption of conventional literacy practices (reading, writing, interpreting, and critique), while, on the other hand, the influence of computers