On October 18, 2011 the DWC held a lunch discussing how to teach remediation in the new curriculum for ENG111. In this inquiry, students are asked to remediate or change the medium for one of their previous assignments. Kelly Goss and Bryan Santin both presented their own experiences teaching the remediation project using audio and video.
Kelly Goss presented her scaffolding for remediating public arguments into public service announcements (see handout DWC presentation on Audacity). She uses the assignment provided by the 2011 Teacher’s Guide which has students make three different PSAs for three different audiences. Though Kelly generally develops rubrics while critiquing sample projects with students, she also included a rubric on her handout. She has found that students develop a deeper sense of audience by making these PSAs, allowing for deeper project reflections.
Bryan Santin presented on his experience teaching remediation by having students remediate an argument through satirical video (see assignment sheet and rubric: Satire Inquiry 4 Video Assignment Sheet / Satire Inquiry 4 Grading Rubric . Key to this remediation is understanding that satire is comprised of both irony and informed criticism, which leads to an implicit argument for change. Though teaching remediation in this way requires a great deal of front-loading and exploring the nature of satire, students developed a deeper sense of how implicit arguments are made through media other than text.