This document discusses using screencasting technology to foreground aurality and orality in the first-year composition (FYC) classroom. It provides background on the historical shift from oral to print cultures in universities and argues for valuing multiple modes of communication. Screencasting allows both teachers and students to incorporate more oral elements into writing assignments and feedback. While screencasting has limitations regarding access and recording length, it is a useful tool for increasing multimodality in FYC. The document examines different screencasting software and concludes that Jing and Debut show promise for classroom use.