Student Projects

Examples of Student Work

Students in our premier program in Rhetoric, Writing, and Digital Media Studies at Northern Arizona University are the makers of wonderful work. Below is on overview of some of the achievements of our students from the Research Projects course. This course is the culmination of the master’s program and provides students with an opportunity to show faculty and employers how they apply analytical and critical skills to a specific project.

Final RWDMS Project Work

WilsonVIPTutoringVIP: Writing Tutor Training Modules is Kelly Wilson’s final project for the RWDMS degree. She provides a resource for writing center tutors working at Texas A&M University in Qatar. Her training manual provides 10 modules with an opening objective, readings, writing and reflecting sections, application materials, and writing center scholarship. Chase_Edwards_MediaLiteracyIn her blog entitled Media Literacy: Where Academic Discourse Meets the Analysis, Evaluation, and Creation of Digital Media, Chase Edwards provides teachers of composition courses with a solid understanding of how to include a multimodal approach by integrating digital media into the classroom. Chase’s final project provides an excellent resource for instructors who are interested in expanding their teaching approaches to include media literacy.
Esther_KuehlEsther Kuehl focused her final project on Strategies for Teachers who would like to learn more about teaching international students. She included theories, strategies, handouts, and a PowerPoint presentation to provide multiple resources for interested teachers. SyntaxCinemaSyntax Cinema: Amber Seguin’s final research project focused on teaching students important concepts that will help them succeed in introductory-level college writing classes.She used a blog format to make access easy, and she created her own videos to show that teachers can create content with “make-do” technology. The result is a multimodal project that allows students to visualize how they can move from simple to complex sentences in their writing. You can also check out the proposal and the final paper
685_Eanes_VisualLiteracyHerbert Eanes’ Visual Literacy Library provides resources for Wyoming County’s Secondary English/Language Arts teachers. Herbert provides an introduction to visual literacy, incorporates instructional resources, and showcases an image bank to assist teachers who are new to teaching visual literacy in the secondary classroom. Darren_NolanDarren Nolan in his final Curriculum Project created a resource that would help teachers incorporate multicultural and academic discourses in introductory writing courses. Darren’s curriculum includes 15 weeks of detailed lesson planning that provide a wonderful starting point for any teacher interested in improving writing for a multicultural community.
 Michelle_SzetelaWrite from the Beginning is Michelle Szetela’s exploration of how writing centers can be incorporated into high schools. Her work shows the need for increasing student and teacher awareness of the importance of writing in all disciplines.

Additional Student Work from RWDMS Courses

WPCWriting in Professional Communities: Students in this graduate level course on workplace writing focused their discussions on writing for a specific discourse community, taking into account the readings they did to provide a foundation for their arguments. With this, students were encouraged to write for a specific audience, with a specific purpose in mind. They engaged in “informed blogging” on topics related to their professional interests. TAquinoTessa Aquino’s posts on Writing Center Work show her ideas about Writing Center work to an audience of interested listeners who wanted to know more about how writing center work can help us become more rounded, compassionate, and global citizens. She started the discussions by showing us that writing center sessions need to be viewed as rhetorical situations, and then argued that in writing center work–and beyond–it was important to “figuring out tacit expectations.” She worked on the blog entries for a class titled “Writing in Professional Communities.
Media_LiteracyMelissa Schoonover developed an informative website in her introductory RWDMS course specifically focused on Media Literacy in the Post-Secondary Classroom. She includes survey data, interviews, and information gathered from her research on literacy, knowledge, new media literacy, multimodal literacy, and media in the classroom. Cheesman_Project1Katrina Cheesman explored the question of “Rhetoric and the Special Tactics Story” in the introductory course to the RWDMS program. Her project is intended to show Special Tactics Airmen why rhetoric is important to the mission, how they can explain their job to multiple audiences, and how they can analyze their audiences. She makes sure to provide Special Tactics Airmen with relevant information on how to best present themselves and also present their mission.


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