They decide how why where and even when that argument

They
decide how,
why,
where, and even
when that
argument
based on
specific readings
will be
experienced by
its
recipient(s). Following
these decisions,
they begin generating
the
complex
ac-
tion
sequences leading
to the realization of their final
product(s).
For Prakas,
a desire to underscore the
point
that the
OED
database
provided "poor
connection[s]
between the word and the actual
meaning"
served as the cata-
lyst
for the
steps leading
to the creation of the
piece's
on-screen
component.
More
specifically,
Prakas's inclusion of the tales and his
appropriation
of the
MC
program
was his
attempt
to "rewrite" the database,
providing
those who
experienced
the onscreen version with what he believed was a truer sense of
the word. At the end of his
piece,
Prakas
explicitly
states that his
reenvisioning
of
OED
data was crafted, in
part,
as a
teaching
tool and, in
part,
as a
prototype
for a "truer," or more interactive,version of the OED:
286
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SHIPKA / A MULTIMODAL TASK-BASED FRAMEWORK
Hopefully
if
you
followed the direction
[sic] exactly
as I told
you, by
now
you
should
know the true
meaning
of the word
"scare."
For the benefit of those
people
who
are
starting
to learn
English
(I
used to be one
myself),
it will be
very interesting
to
see a
dictionary
in the future
that usesa similar method as I did above to describe
definitions of words.
Instructors
working
within this framework are still
responsible
for de-
signing
tasks in accordance with course
goals
and
objectives.
Yet,
again,
rather
than
predetermining
the
specific
materials and
methodologies
that students
employ
in service of those
goals,
tasks are structured in
ways
that ask students
to assume
responsibility
for
attending
to the
following:
*
the
product(s)they
will formulate in
response
to a
given
task-this
might
take the form of a
printed
text, a
performance,
a handmade or
repurposed object,
or, should students choose to
engineer
a
multipart
rhetorical event,
any
combination
thereof
*
the
operations, processes,
or
methodologies
that will be
(or
could
be)
employed
in
generating
that
product--depending
on what students
aim to achieve, this
might
involve
collecting
data from texts, conduct-
ing surveys,
interviews or
experiments, sewing, searching
online,
woodworking, filming, recording,shopping, staging
rehearsals, etc.
*
the resources, materials, and
technologies
that will be
(or
could
be)
employed
in the
generation
of that
product-again, depending
on what
they
aim to achieve this could involve,
paper,
wood, libraries,
comput-
ers, needle and thread, stores, food, music,
glue, tape,
etc.
0
the
specific
conditions in, under,or with which the final
product
will be
experienced--this
involves
determining
or otherwise
structuring
the
delivery, reception,
and/or circulation of their final
product. (Adapted
from
Doyle 161)
Importantly, upon completing
each task
provided
to them overthe course
of a semester, students are
required
to
compose
a
highly
detailed written ac-
count of theirwork,
something
that
my