Abstract:

This article picks up, literally, where another one leaves off: “Assessing Scholarly Multimedia: A Rhetorical Genre-Studies Approach” in Technical Communication Quarterly (Ball, 2012a). In that article, I describe how I have brought my editorial-mentoring work with Kairos: A Journal of Rhetoric, Technology, and Pedagogy, which exclusively publishes “born digital” media-rich scholarship, into undergraduate and graduate writing classes. This article describes how the process of editorial peer review translates into students’ peer review workshops in those same writing classes.

Author: Cheryl E. Ball