LA Pathway C: Composing Interactive Computationally Enhanced Texts (Overview)
< Back to Building BlockThese building blocks focus on ways to introduce students to composing interactive digital texts.
This integration pathway allows educators to help students apply computational practices to create and publish computationally enhanced texts. What is meant by a computational text? In short, it can be described as the process of taking an original piece of writing and using at least one computational tool (Twine, Scratch, Makey Makey, Microbit, Code.org Play Lab, etc.) to create a computational artifact that enhances a certain textual element (sensory details, plot, argument, etc.). The core purpose of this pathway is for students to take their existing compositions and use a computational tool to enhance certain elements of their texts in order to reimagine their compositions and publish them to a greater audience.
This building block highlights four practices to integrate computational thinking in the Language Arts classroom:
C1. Create an interactive descriptive composition that utilizes a computational tool to add sensory details to a text (e.g., poem, travel log or scientific journal)
C2. Create an interactive narrative composition that utilizes a computational tool to craft a story with multiple plot possibilities (e.g., Choose your own adventure story)
C3. Create an interactive expository composition that utilizes a computational tool to reveal information for the effect and advancement of an argument (e.g., news event, public service announcement, How-To guide)
C4. Evaluate and/or compare computational tools (if using more than one CT tool) and discuss their strengths and weaknesses when it comes to different forms of composition (i.e., argumentative, descriptive, narrative, expository)
The next steps in this project will break down each of the four practices a bit further and provide brief examples of how each integration practice can look and feel in a classroom.
The second project in this building block will guide educators through a more in-depth language arts activity covering practice C3.
As you complete this project, and others in this building block, consider the following questions for your own classroom instruction:
- What does composing interactive computationally enhanced texts look like in the classroom?
- Do these practices support student language arts outcomes? How?
Practice C1 focuses on using computational tools to create descriptive compositions in order to enhance the sensory details.
Here a computational tool enhances a reader's (person interacting with composition) senses and impressions of the text. An interactive descriptive text pairs vivid language with sensory details (movement, colors, sounds, etc.) to convey moods by showing instead of telling the reader how to feel.
Practice in Action
Student projects can take the form of using a programming tool like Scratch to have students create name poems that highlight the origins and their own conception of their names. Likewise, students can use Scratch or other programming tools to animate journals that convey students' impressions of a field trip via their senses.
Practice C2 focuses on using computational tools to create interactive narrative compositions with multiple plot points.
While narrative writing is traditionally chronological and sequential (clear introduction, beginning, and end), computational tools allow a writer to play with conflict and sequence to allow for texts with multiple endpoints or perhaps the same ending but with varied plot points or different points of view that render a different narrative upon reading the same digital text.
Practice in Action
Student projects can use a programming tool like Scratch to create interactive Choose Your Own Adventure stories. Another lesson asks students to create an interactive personal collage where clicking on certain images or sections takes the reader to specific narratives; therefore, allowing the reader to choose how to experience the digital text.
Practice C3 focuses on using computational tools to create expository compositions in order to reveal information for the effect and advancement of an argument.
In these types of projects, computational tools can support a writer's ability to make clear and concise points, write strong transitions between examples or include audiovisuals as supporting information. Creating interactive expository texts can enhance a student's ability to communicate a coherent stance to a reader by presenting clear narrative logic and facts as evidence.
Practice in Action
Student projects can range from using a programming tool like Scratch to have students public service announcements on a topic they care about or turning previously written persuasive essays into computationally enhanced texts on Scratch or Twine. Other projects can involve creating how-to guides or news articles with animations.
Practice C4 asks students to evaluate and compare (if using more than one programming tool) computational tools in order to determine how these tools may have changed their understanding of and ability to create different forms of interactive compositions (i.e., argumentative, descriptive, narrative, expository).
Practice in Action
Student conversations and reflections during or after they've created computationally enhanced texts can consider questions such as:
How did the computational tool (e.g., Scratch) strengthen the writing of expository texts? If we were to have written this composition on pen and paper (word processor document) what would have been lost? What was gained from making your composition interactive (allowing a reader to click or openly explore a project)?
When might you use Scratch and when might you use Twine? What are the pros and cons of each?