Transforming Assignments With Multimodality

WRIT 102 Cultural Identity Introduction.docx

First-Year Composition: Transformation

This was an introductory composition assignment in a first-year writing course that was originally a written assignment. Here, I have adapted a multimodal approach. Despite the specific guidelines related to structure, many students abandoned all notions of structure to simply chat about themselves informally in a video. In several cases, the actual topic of cultural groups and identity was was left unmentioned altogether; indeed, college students must respond to assigned tasks quite precisely. Multimodality can be used in different ways to achieve this crucial aim for college writers.

Ideas for transforming the assignment

Require a Visual Representation of Organization

If given the option to do less, some students will take it, which can be a missed opportunity for students to more concretely conceive of structure. Require a Power Point or some other visual representation for the composition or some part or step of its creation. A video-only option was a misstep for this assignment.

Allow a Written Draft to Inform the Multimodal

Many assignments begin with a paper that is transformed into a presentation, as this helps students recognize parallels between written composing and multimodal presenting. How can written organization be reflected visually and enhanced with other available modes through presentation? Students must go beyond thinking adding pictures makes everything better.

Allow the Multimodal Draft to Inform the Written

For some students, starting with a meaningful visual representation of their thoughts can bring ease to composing an initial written draft. Non-native English speaking and first-year college writers might be inspired to crank out those first few sentences with the help of a multimodal first/rough draft. Require experimentation with different modes used at different points in the writing process.

Students must become adept at adapting their messaging and understanding why composition choices across modes enhance or inhibit their conveyance of message. How can multimodal or isolated mode drafting improve another distinct mode or even mixed mode composition? Specifically, as as Dusenberry, Hutter, and Robinson ask, how can we help students "effectively filter information, remix modes, and remake practices that are core characteristics of adaptable communicators" in the 21st century?

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