visual/multimodal rhetorics

Reflective Artist’s Statement for Multimodal Assignments

Activities, digital literacy, metacognition, narrative and storytelling, reflection, visual/multimodal rhetorics /

Benjamin Djain & Angela Geosits Assignments & Activities Archive Activity Description The challenge of providing a multimodal assignment to students is encouraging creativity and experimentation with tools that are unfamiliar while, at the same time, ensuring that their work can be marked to a standard. Having students craft a substantive artist’s statement fulfills this dual […]

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The Twine Project: Engaging Metacognition and Remediation with Digital Narrative

Assignments, collaboration and group work, digital literacy, metacognition, narrative and storytelling, visual/multimodal rhetorics /

Brian Ernst Assignments & Activities Archive Assignment Description The Twine Project invites students to reconceptualize a previously written paper, ideally a personal narrative or argumentative essay, into a non-linear experience that can easily be shared or published on the internet as a single hypertext markup language (html) file without prior coding knowledge. Twine, an open-source

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Getting in Conversation about Activism: Group Podcast Assignment

Anti-Racist Pedagogy, Assignments, collaboration and group work, Community-engaged writing, critical thought and analysis, genre and discourse community, narrative and storytelling, Place-based Writing, Public Writing, visual/multimodal rhetorics /

Jeanette Lehn Assignments & Activities Archive Assignment Description In my class on public rhetorics, I strive to empower students to possess agency in speaking to an unbounded global public with the understanding that all rhetors are constrained and imbricated in complex systems. Cooper writes, “Rhetors—and audiences—are agents in their actions, and they are responsible for

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Getting Burned or Becoming Toast?: Problem-Exploring the Game “I Am Bread” as a Tool for Teaching Growth Mindset in First Year Writing

Activities, collaboration and group work, critical thought and analysis, prewriting and invention, Process, reading, reading to write, visual/multimodal rhetorics /

Laura E. Decker Assignments & Activities Archive Activity Description First-year writers often struggle to take risks on projects, especially as they move from their composition courses to projects within new disciplines and contexts (Robertson et al.). However, taking risks by diving into new discourse communities, as Bartholomae argued, is required to participate effectively in the

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Our Sonically-Composed Worlds

Activities, Community-engaged writing, critical thought and analysis, prewriting and invention, rhetoric, visual/multimodal rhetorics /

Matt Hill Assignments & Activities Archive Activity Description The activity is meant to encourage thinking about sonic pollution in our world and about the rhetorical nature of such pollution. It could also move into other sonic topics: effects of noise on hospital care, effects of anthropogenic noise on the natural world, how military sonic technologies

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Personal and Cultural Identity Through Food: A Multimodal Cultural Cookbook

Assignments, collaboration and group work, cultural awareness, identity, prewriting and invention, Racial Literacy, visual/multimodal rhetorics /

Andrea Janelle Dickens Assignments & Activities Archive Assignment Description The first year of college offers ample opportunities for students to think about identity. Students are in a new school, and sometimes in a new city or country. They are meeting new people. This gives them the chance to think about who they are, and the

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Writing Like a Game Designer

Activities, Community-engaged writing, research, visual/multimodal rhetorics, writing technologies /

Elizabeth Caravella & Rich Shivener Assignments & Activities Archive Activity Description As students turn to composing more multimodal and digital pieces in their writing courses, a number of writing instructors have employed the process known as gamification, or, the application of game-like elements, to their classrooms. Through this activity, students will learn to also utilize

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Engaging Podcasts as a Dynamic Genre for Invention

collaboration and group work, prewriting and invention, primary source research, secondary source research, visual/multimodal rhetorics /

Charles Woods & Devon Ralston Assignments & Activities Archive Assignment Description Instructors who maintain a robust definition of text “connect our students so much more with the real world of writing. We prepare them for the world […] so that they can participate in that conversation” (Marchetti & O’Dell). Podcasts represent a digital genre that

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Multimodal Proposal

Assignments, rhetorical situation, visual/multimodal rhetorics, writing technologies /

Charles McGregor Assignments & Activities Archive Assignment Description This assignment is intended to be used as a proposal for a big multimodal composition project. The goal of this assignment is to help students articulate their topic, think through their intended audience and where they exist, and practice composing through a non-linguistic mode of communication they

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How to Write a _____ Like a _____

Accessibility, Assignments, drafting and revising, rhetoric, visual/multimodal rhetorics, writing technologies /

Keri Epps Assignments & Activities Archive Assignment Description As a writing instructor dedicated to researching and teaching rhetorical genres, I often struggle with how to facilitate students’ learning of what makes a genre, how it circulates, and who it matters to. In short, designing scaffolded assignments around “genre” has seemed difficult in writing courses at

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