Pedagogy and Digital Composing

There are many sources out there on pedagogical approaches to writing, including the two articles I summarize below: "Pedagogies of Digital Composing through a Translingual Approach" by Cristina Sanchez Martin, et al., and "Digital Writing and Cultural Rhetorics Pedagogies" by Kimberly Williams, et al.

"Pedagogies of Digital Composing through a Translingual Approach"

"Linguistically and ethnically diverse students can often get institutionally caught in monolinguistic writing pedagogies that ask them to focus on what is view as their linguistic challenge. This assumed problem translates into an overemphasis on language needs, and the assumption that a composition classroom for multilingual students is meant to help students improve their English language practices alone."

This article discusses the benefits of combining a translingual approach to teaching writing and digital composing. It highlights a common issue of language-focused classrooms limiting the type of writing L2 or ESL students are asked to engage in. The text also presents several strategies that highlight the works of translingual digital composing pedagogy.

"Digital Writing and Cultural Rhetorics Pedagogies"

"We present activities that connect digital writing and cultural rhetorics pedagogies through mediums that can foster community action and intervention, including poetry, drawing, storytelling, and translation."

In this article, the writers present several activities that can be used in a classroom that engage students in other forms of writing and composing that work to center their homeplaces, such as Black Out Poetry, pictorial representation of ideas, translation exercises, and creating counter-monuments.