Adapting Editorial Peer Review of Webtexts for Classroom Use

Authors

  • Cheryl E. Ball Illinois State University

DOI:

https://doi.org/10.1558/wap.v5i2.301

Keywords:

peer review, webtexts, digital media, editorial pedagogy, assessment

Abstract

This article picks up, literally, where another one leaves off: “Assessing Scholarly Multimedia: A Rhetorical Genre-Studies Approach” in Technical Communication Quarterly (Ball, 2012a). In that article, I describe how I have brought my editorial-mentoring work with Kairos: A Journal of Rhetoric, Technology, and Pedagogy, which exclusively publishes “born digital” media-rich scholarship, into undergraduate and graduate writing classes. This article describes how the process of editorial peer review translates into students’ peer review workshops in those same writing classes.

Author Biography

Cheryl E. Ball, Illinois State University

Cheryl E. Ball is Associate Professor of New media at Illinois State University and editor of Kairos: Rhetoric, Technology, and Pedagogy. She received the 2012 Conference on College Composition and Communication Technology Innovator Award, the 2013 CCCC Award for Best Pedagogy Article in Technical Communication for “Assessing Scholarly multimedia,” which appeared in Technical Communication Quarterly, and the 2013 C&C distinguished Book Award for her co edited collection, The New Work of Composing. She has also published in Computers and Composition, C&C Online, Fibreculture, Convergence, Programmatic Perspectives, and Kairos. Her other books include RAW New Media and Writer/Designer.

Published

2014-02-04

How to Cite

Ball, C. E. (2014). Adapting Editorial Peer Review of Webtexts for Classroom Use. Writing and Pedagogy, 5(2), 301–316. https://doi.org/10.1558/wap.v5i2.301

Issue

Section

Reflections on Practice