Multigenre/Multimodal Composing Techniques for Student Engagement
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Multigenre/Multimodal Composing Techniques for Student Engagement
- 1. Multigenre/ Multimodal Composing Amy Braziller, Red Rocks Community College Liz Kleinfeld, Metro State University of Denver
- 2. How we got here •Inspiration from CCCC 2007 •Need to engage students •Desire to integrate creativity and fun into FYC
- 3. Types of assignments •Visual arguments •Digital stories •Research-based pieces •Multigenre projects
- 5. Student Project: “Video Games and Violence” Neil Carr
- 7. Results •Student engagement •Increased transfer •Student ownership •Increased ability to read rhetorical situations
- 8. What do students think? “I have written papers where it feels like I just regurgitate the information. With this method, I could use the research to make my own informative piece instead of summarizing what I learned.” “I had never made a brochure, collage or written a business letter and I feel like I did okay considering that I had zero experience and might consider doing them again. I feel like I will have a bit more confidence going into projects I have never done before because of this experience.”
Editor's Notes
- Amy attending sessions on research for inspiration—ways to engage students moreOur students are non-residential, and many are non-traditional. We have many veterans and parents. And the vast majority work—20 hours a week is the norm, and many work full-time. These students want examples and assignments that resonate with them—and they want to be able to take what they’re learning in FYC and apply it on the job. There are some traditional students, too—18 year old rights out of high school. But those students, too, are pragmatic and want to be engaged in the world, to communicate publically, often through social media. And frankly, we wanted teaching FYC to be more interesting and fun—for students and us. We think writing and researching is a blast and we want our students to see the possibilities for fun and creativity in those processes.
- Engagement—students don’t fade in the middle of the semesterOwnership: Sense of accomlishment—more aligned with real world (composing beyond academia)