Kelly Wheeler - Academia.edu (original) (raw)
Papers by Kelly Wheeler
![Research paper thumbnail of We [Still] Have a Moment: Multimodal Values and Curricular Practices in a First-Year Writing Program](https://attachments.academia-assets.com/111780497/thumbnails/1.jpg)
](Students today get much of their news and information about the world through their handheld devi... more Students today get much of their news and information about the world through their handheld devices. Their phones flash or vibrate with a new message or post, and they are sucked into a conversation or moment beyond the physical space they occupy. In this way, their phone feeds blur the lines between places as politics enters the bathroom, a walk in the forest, or their most private spaces. With opportunities for rhetors to act upon audiences in every imagined physical space, our practices within the classroom should reflect these changes in space, delivery, and ubiquity of multimodality in digital platforms. This study makes transparent the processes that FYW at The University of South Carolina, Columbia goes through in composing both their ENGL102 syllabus and the accompanying textbook The Carolina Rhetoric as they relate to multimodal practices within the classroom and link the classroom and the world-at-large. The findings of this study provide FYW programs a jumping off point for discussing modification and implementation of multimodal curriculum and in doing so allow programs to examine the relationship between their own programs' philosophies and practices: where philosophy and practice might line up, where they might miss the mark, or where there is progress being made toward alignment. Through examination and reflection, Composition can then move closer toward creating the kinds of gateway classrooms Kathleen Blake
Deep Blue (University of Michigan), 2022
![Research paper thumbnail of We [Still] Have a Moment: Multimodal Values and Curricular Practices in a First-Year Writing Program](https://attachments.academia-assets.com/111780490/thumbnails/1.jpg)
](Students today get much of their news and information about the world through their handheld devi... more Students today get much of their news and information about the world through their handheld devices. Their phones flash or vibrate with a new message or post, and they are sucked into a conversation or moment beyond the physical space they occupy. In this way, their phone feeds blur the lines between places as politics enters the bathroom, a walk in the forest, or their most private spaces. With opportunities for rhetors to act upon audiences in every imagined physical space, our practices within the classroom should reflect these changes in space, delivery, and ubiquity of multimodality in digital platforms. This study makes transparent the processes that FYW at The University of South Carolina, Columbia goes through in composing both their ENGL102 syllabus and the accompanying textbook The Carolina Rhetoric as they relate to multimodal practices within the classroom and link the classroom and the world-at-large. The findings of this study provide FYW programs a jumping off point for discussing modification and implementation of multimodal curriculum and in doing so allow programs to examine the relationship between their own programs' philosophies and practices: where philosophy and practice might line up, where they might miss the mark, or where there is progress being made toward alignment. Through examination and reflection, Composition can then move closer toward creating the kinds of gateway classrooms Kathleen Blake
Assessing Writing, Jul 1, 2019
Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness ass... more Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness assessment aligned with the Common Core State Standards. In addition to its use as a measure in the high school, over 200 colleges and universities in 10 states use the results of this assessment as part of a multiple measures approach for placement in writing and mathematics. Our focus in this review is on the assessment’s use in college and university writing placement. We discuss the writing constructs made evident in the assessment in addition to what is not measured in order to identify the possibilities and limitations of its use in college writing placement. We offer suggestions for future research into the consequential validity of the assessment.
College Composition & Communication
College Composition & Communication
Critical language awareness offers one approach to communal justicing, an iterative and collectiv... more Critical language awareness offers one approach to communal justicing, an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field’s pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents of communal justicing.
Assessing Writing, 2019
Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness ass... more Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness assessment aligned with the Common Core State Standards. In addition to its use as a measure in the high school, over 200 colleges and universities in 10 states use the results of this assessment as part of a multiple measures approach for placement in writing and mathematics. Our focus in this review is on the assessment’s use in college and university writing placement. We discuss the writing constructs made evident in the assessment in addition to what is not measured in order to identify the possibilities and limitations of its use in college writing placement. We offer suggestions for future research into the consequential validity of the assessment.
College Composition and Communication, Feb 1, 2021
Critical language awareness offers one approach to communal justicing, an iterative and collectiv... more Critical language awareness offers one approach to communal justicing, an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field's pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents of communal justicing.
Students today get much of their news and information about the world through their handheld devi... more Students today get much of their news and information about the world through their handheld devices. Their phones flash or vibrate with a new message or post, and they are sucked into a conversation or moment beyond the physical space they occupy. In this way, their phone feeds blur the lines between places as politics enters the bathroom, a walk in the forest, or their most private spaces. With opportunities for rhetors to act upon audiences in every imagined physical space, our practices within the classroom should reflect these changes in space, delivery, and ubiquity of multimodality in digital platforms. This study makes transparent the processes that FYW at The University of South Carolina, Columbia goes through in composing both their ENGL102 syllabus and the accompanying textbook The Carolina Rhetoric as they relate to multimodal practices within the classroom and link the classroom and the world-at-large. The findings of this study provide FYW programs a jumping off point for discussing modification and implementation of multimodal curriculum and in doing so allow programs to examine the relationship between their own programs' philosophies and practices: where philosophy and practice might line up, where they might miss the mark, or where there is progress being made toward alignment. Through examination and reflection, Composition can then move closer toward creating the kinds of gateway classrooms Kathleen Blake
Deep Blue (University of Michigan), 2022
Students today get much of their news and information about the world through their handheld devi... more Students today get much of their news and information about the world through their handheld devices. Their phones flash or vibrate with a new message or post, and they are sucked into a conversation or moment beyond the physical space they occupy. In this way, their phone feeds blur the lines between places as politics enters the bathroom, a walk in the forest, or their most private spaces. With opportunities for rhetors to act upon audiences in every imagined physical space, our practices within the classroom should reflect these changes in space, delivery, and ubiquity of multimodality in digital platforms. This study makes transparent the processes that FYW at The University of South Carolina, Columbia goes through in composing both their ENGL102 syllabus and the accompanying textbook The Carolina Rhetoric as they relate to multimodal practices within the classroom and link the classroom and the world-at-large. The findings of this study provide FYW programs a jumping off point for discussing modification and implementation of multimodal curriculum and in doing so allow programs to examine the relationship between their own programs' philosophies and practices: where philosophy and practice might line up, where they might miss the mark, or where there is progress being made toward alignment. Through examination and reflection, Composition can then move closer toward creating the kinds of gateway classrooms Kathleen Blake
Assessing Writing, Jul 1, 2019
Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness ass... more Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness assessment aligned with the Common Core State Standards. In addition to its use as a measure in the high school, over 200 colleges and universities in 10 states use the results of this assessment as part of a multiple measures approach for placement in writing and mathematics. Our focus in this review is on the assessment’s use in college and university writing placement. We discuss the writing constructs made evident in the assessment in addition to what is not measured in order to identify the possibilities and limitations of its use in college writing placement. We offer suggestions for future research into the consequential validity of the assessment.
College Composition & Communication
College Composition & Communication
Critical language awareness offers one approach to communal justicing, an iterative and collectiv... more Critical language awareness offers one approach to communal justicing, an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field’s pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents of communal justicing.
Assessing Writing, 2019
Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness ass... more Abstract The Smarter Balanced grade 11 summative assessment is a career and college readiness assessment aligned with the Common Core State Standards. In addition to its use as a measure in the high school, over 200 colleges and universities in 10 states use the results of this assessment as part of a multiple measures approach for placement in writing and mathematics. Our focus in this review is on the assessment’s use in college and university writing placement. We discuss the writing constructs made evident in the assessment in addition to what is not measured in order to identify the possibilities and limitations of its use in college writing placement. We offer suggestions for future research into the consequential validity of the assessment.
College Composition and Communication, Feb 1, 2021
Critical language awareness offers one approach to communal justicing, an iterative and collectiv... more Critical language awareness offers one approach to communal justicing, an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field's pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents of communal justicing.