In the 1121 class I’m teaching right now the students are working on the “Documenting Your Life: Multimodal” assignment (unit #3). I have to say that I’ve enjoyed the process of helping them choose the modality for the assignment. We spent part of a class brainstorming the types of modalities they could choose, then I had them type up a brief proposal which included the reason that modality was the right fit for their story. Since the assignment is a personal one, no one would know better than them the best way to tell their own stories.
During the pre-post chat, the students were definitely participating more than usual. It was nice to see them enthused. And the students seemed eager to help each other as well; one person, for example, asked if she could do a TikTok (For the record, I don’t know TikTok at all – I’m not even sure if the correct terminology is a “TikTok” or a “TikTok video”). I asked the class what they thought about the student’s idea. After a bit one of them suggested that the student make a series of TikToks to tell her story. I thought that was a great idea.
In this instance, I feel like I’m learning from the students, and maybe it’s selfish of me, but I like learning from them. They seem happy to do it as well. So when I read this statement in the Takayoshi and Selfe article, “Students often bring to the classroom a great deal of implicit, perhaps previously unarticulated, knowledge about what is involved in composing multimodal texts, and they commonly respond to multimodal assignments with excitement,” (pg 4)—I found myself nodding along in agreement.
I could imagine some composition instructors, faced with the challenge of teaching multimodal assignments digging in their heels in a sort of “get off my lawn” way … but why? Things change. This is the world now. And have to admit that I love the almost scolding Takayoshi and Selfe give hesitant teachers when they write, “Teachers less than willing to make such a leap might be encouraged to remember that the rhetorical principles currently used to teach written composition are, themselves, principles translated from the study of oral communication.” Like I said: Things change. This is the world now.
One last thing from the article: I liked what the authors said about multimodal composition possibly bringing the “often neglected third appeal—pathos—back into composition classes” and I look forward to seeing how my students do it next week.
The second article, “Teaching Multimodal Composition” from the University of Michigan website, was helpful in affirming that I’m not going about teaching multimodal composition in the completely wrong way. (This is most likely thanks to Carrie’s excellent model classes!). I’ve had my students following this basic scaffolding of analyzing, finding models/mentor texts, proposing the projects, drafting their own versions and then workshopping, finalizing, and finally reflecting. I’ve always had scaffolded assignments, but this is more thorough, with more chances for feedback—which seems more important than ever for catching students from falling through the cracks now that we’re online.
One other thing I like about the multimodal composition assignments is that they naturally lend themselves toward examining a student’s purpose and audience. I think it’s built into the question of why this modality for this project?
I’m really happy with the changes to composition this year (okay, aside from the online aspect, which to be honest, I truly don’t mind much). I feel like the past years I was doing the same thing each semester, never quite sure if my students were learning anything. Now I feel like they are. And I know I am!