Improving Instructor Ethos through Document Design
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| Title: | Improving Instructor Ethos through Document Design |
|---|---|
| Language: | English |
| Authors: | Wolf, Joanna, Roderick, Ryan, Rooney, Andrea Francioni |
| Source: | Composition Studies. 2019 47(2):146-166. |
| Availability: | Composition Studies. Available from: UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Layout (Publications), Design Preferences, Freshman Composition, Writing Teachers, Visual Aids, Cues, Student Evaluation of Teacher Performance, Teacher Effectiveness, Caring, Writing Assignments, Teacher Developed Materials |
| ISSN: | 1534-9322 |
| 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 low-cost/high-payoff strategy that can positively shape students' perceptions of the instructor and assignments. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1270430 |
| Database: | ERIC |
| 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 low-cost/high-payoff strategy that can positively shape students' perceptions of the instructor and assignments. |
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| ISSN: | 1534-9322 |
