Date of Graduation

Spring 2018

Degree

Master of Science in Education in Secondary Education in English

Department

English

Committee Chair

Danielle Lillge

Keywords

writing process, multimodal composition, creativity, discourse, collaboration

Subject Categories

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods | Educational Psychology | Gifted Education | Instructional Media Design | Junior High, Intermediate, Middle School Education and Teaching | Language and Literacy Education | Secondary Education

Abstract

This research project was conducted in response to students’ lack of engagement in traditional modes of instruction and composition in a high school English Language Arts course. In order to better understand students as creative composers of knowledge, this research project asked students to engage in the video production process in collaborative groups. The research was conducted over the course of eight class periods in three different sections of Junior-level English Language Arts courses. Analysis of the data from this study reveals three important findings: 1) students respond well to creative and relevant performance assessments; 2) students’ collaborative conversations, or talk, reveal their true potential to compose; and 3) the use of multimodal composing in the high school English classroom offers opportunities for teachers to reposition themselves as facilitators of creative composition, which can invite greater student engagement. These findings have pedagogical implications for educators who wish to increase student engagement through implementation of innovative, creative, multimodal composition assessments in their classrooms.

Copyright

© Michael A. Brinkmeyer

Open Access

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