Wed Based Assessment: Video Rhetorical Analysis
As a teacher of Advanced Placement English Language and Composition, it is incumbent upon me to provide my students with instruction in several different formats of essay writing in order to best prepare them for college classes, in addition to giving them the best possible chance to be successful on the end of course College Board administered exam. To that end, my students regularly practice rhetorical analysis, synthesis, and argument essay writing. While my students are generally conscientious about the work and studies, it is also sometimes necessary to change up the mode in which they construct these various modes of writing. Throughout the course of this year, for example, students have had the opportunity to do research-based writing, traditional essays, both untimed and timed, one-pager style illustrations that incorporate the elements of the analysis, podcasts, and other writings of varied lengths. Since this generation of students seems to be so taken by social media platforms, and especially ones that rely on images and videos, such as Instagram and TikTok, I set out to create an opportunity to generate a web-based assessment for students to complete a video of a rhetorical analysis of Dr. Martin Luther King, Jr.’s iconic “Letter From Birmingham Jail.”
Since King’s letter is so nuanced, and of sufficient length, it allows me to offer students the choice of working independently, with a partner, or in a small group to present their findings in an authentic and engaging manner in a format many are already familiar with using. The web-based assessment would involve using an online video creator and editing platform called Kapwing, although the students may create their project using any similar tools they have access to or already use. This option is beneficial for reasons previously alluded to; students are familiar with this type of technology, it is an authentic project based learning opportunity, it allows for creative and flexibility in creating the project, and encourages student interaction and collaboration. Such collaboration, as Hughes and Roblyer (2023) suggest, may help to encourage, motivate, and engage earners in the writing process. Furthermore, as Díez-Prados, and Cabrejas-Peñuelas (2018) contend, such a project gives students the opportunity to further develop their writing skills by engaging them in multiple steps of the writing process, such as planning, writing, and revising both their writing and the video, and to be able to publish their finished work in an electronic format. While the students end-of-year exam requires them to write a traditional essay, practicing these skills across various modes of presentation will ultimately better prepare them for this writing, and provide them with opportunities for collaboration essential in the future, for which education must prepare them (Veugelers, W., & Veugelers, W., 2019).
The technology described above provides several opportunities for differentiation, including student choice in what the final project might look like, such as creating a video, podcast, series of memes, or mock social media posts, among others. The students might also choose to write a more traditional essay or create a hand-drawn graphic. Kapwing offers additional supports for students such as built-in templates to make the design process easier (Kapwing, 2019). Online technology also offers students options for text-to-speech and speech-to-text generation, and students may access additional video tutorials. Differentiation may also include how the final project is assessed, including separating the product from the process and splitting group and individual tasks, as Benson and Brack (2010) suggest.
References
Benson, R., & Brack, C. (2010). Online learning and assessment in higher education: A planning guide. Chandos Publishing (Oxford) Ltd. https://doi.org/10.1533/9781780631653
Díez-Prados, M., Cabrejas-Peñuelas, A.B. (2018). The internet as a pedagogical tool in the writing process: A research-based approach. In: Muñoz-Luna, R., Taillefer, L. (eds) Integrating information and communication technologies in English for specific purposes, 57-78. English Language Education, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-319-68926-5_5
Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching (9th Edition). [VitalSource Bookshelf 10.2.1]. Retrieved from vbk://9780137544622
The collaborative video editor for modern teams. (2023). Kapwing. Retrieved February 26, 2023, from https://www.kapwing.com/
Veugelers, W., & Veugelers, W. (2019). In Wiel Veugelers (Ed.), Education for democratic intercultural citizenship. Brill. https://doi.org/10.1163/j.ctvrxk389
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