Date of Award
7-12-2012
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Rhetoric and Writing
First Advisor
David Fisher
Abstract
In 2008, the Council of Writing Program Administrators (C-WPA) passed an amendment to their Outcomes Statement, a fifth section that expresses a new expectation, students' ability to compose in digital environments. To create teaching practices that meet the expectations of the amendment, I have adopted a framework designed for teaching writing in the twenty-first century classroom, spaces that are characterized by an abundance of writing tools, shifting notions of contexts, nuanced learning goals, and interdisciplinary content, creating unique problems for student writers and writing instructors. The C3T framework, a model comprised of rhetorical concepts designed by Johnson-Eilola and Selber to move mobile technologies into the writing classroom, can resolve those problems. The framework illustrates the interplay between the components of the new learning environment and connects those components in novel ways. This discussion illustrates the potential uses of using the C3T framework to shift common teaching practices into digital environments.
Recommended Citation
Craig, Jacob William, "Applying the Fifth Outcome: Techno-Planking the Composition Classroom" (2012). Theses and Dissertations. 360.
https://research.ualr.edu/etd/360
