Improving Instructor Ethos through Document Design.

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Bibliographic Details
Title:	Improving Instructor Ethos through Document Design.
Authors:	Wolfe, Joanna, Roderick, Ryan, Rooney, Andrea Francioni
Source:	Composition Studies. Fall2019, Vol. 47 Issue 2, p146-166. 21p.
Subject Terms:	Academic discourse, Audiences, Assignments (Law), Public spaces, Market penetration
Abstract:	Despite much attention given to visual rhetoric in Composition, there is evidence that most first-year writing instructors overlook document design, both in their instruction and in the documents they produce for their students. These instructors may be underestimating the role that visually informative prose (that uses document design features such as chunking and visual hierarchy) can play both in helping students understand assignment objectives and in establishing a student-centered ethos in their classrooms. To illustrate how visually informative prose helps shape student perceptions of instructors, 166 first-year undergraduates responded to two assignment prompts: a visually informative and a minimally designed prompt. Students perceived the instructor who wrote the visually informative prompt as more experienced, enthusiastic, and caring than the instructor who wrote the minimally designed prompt, and they found the task more interesting when it was presented in the visually informative prompt. These findings suggest that creating visually informative classroom materials is a relatively lowcost/high-payoff strategy that can positively shape students' perceptions of the instructor and assignments. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Despite much attention given to visual rhetoric in Composition, there is evidence that most first-year writing instructors overlook document design, both in their instruction and in the documents they produce for their students. These instructors may be underestimating the role that visually informative prose (that uses document design features such as chunking and visual hierarchy) can play both in helping students understand assignment objectives and in establishing a student-centered ethos in their classrooms. To illustrate how visually informative prose helps shape student perceptions of instructors, 166 first-year undergraduates responded to two assignment prompts: a visually informative and a minimally designed prompt. Students perceived the instructor who wrote the visually informative prompt as more experienced, enthusiastic, and caring than the instructor who wrote the minimally designed prompt, and they found the task more interesting when it was presented in the visually informative prompt. These findings suggest that creating visually informative classroom materials is a relatively lowcost/high-payoff strategy that can positively shape students' perceptions of the instructor and assignments. [ABSTRACT FROM AUTHOR]
ISSN:	15349322