![]() ![]() ![]() Students will research a topic (still working on the exact nature and/or origin of the topic) and compose an annotated bibliography to organize their research and prepare for English 1102 (the second course of the one-year sequence). The final project/essay will incorporate light research and multimodality. Keeping the concept of “writing” in mind, while attempting to continuously expose students to multimodal writing, I have begun to design unit four of my English 1101 course design. The question becomes, how do I effectively teach students grammar instruction, writing instruction, composition theory (so they understand the why behind what they are being asked to do), as well as how to write for multiple audiences not only within varying genres but also across numerous modes of publications/platforms? With only sixteen weeks per semester and classes that last only fifty minutes three times a week, there is so much to be covered. However, as Alexander Reid explains, “Some writing instructors view emerging technologies with great enthusiasm others view them as a threat” (185).īeing from a pre-technological advancement era, I understand the apprehension in embracing multimedia components in a college-level classroom focused on writing. In previous blog posts, I have thoroughly discussed my intention of structuring the course as a methods-process based design in lieu of product-based only. As an incoming English composition teacher, I consider it my duty to prepare students for writing across the curriculum, as well as for life beyond the walls of an academic institution. Technology seems to be here to stay, and with the emergence of digital media platforms (social media, eBooks, blogs, and digital learning structures), it has become increasingly more imperative for English composition instructors to expose students to the conventions of writing in these types of mediums. Multimodality - it is a buzz word that tends to bring forth mixed emotions for both professors and students alike.
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