What do we lose by using formative assessment (assessment that is rhetorically based) to teach the composition of multimodal texts? How does using a rubric, for example, limit the notion of flexibility that Branscum and Toscano discuss in their chapter? Here, I'm thinking of Suzuki's saying: "In the beginner's mind there are many possibilities, but in the expert's mind there are few" (97).
In a world of media convergence, what uses of copy-righted materials fall under educational fair use and what uses might be considered “unfair”/“unethical?” How does the ease with which these materials can be published in different places by different users prioritize the ethical aspect of composing/researching/writing multimodal texts?
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