Category Archives: 1121 Unit 3-Multimodal Repurposing

Kieran Reichert FINAL 1121 Unit 3

Unit 3: Multimodal Remix 

This assignment asks you all to re-think, or re-envision, one of the assignments you have written previously in the semester and to present it in a totally new genre, perhaps changing modes. For example, a revision that goes from a written essay to an audio podcast, website, graphic, video essay, rap album, or mixed modal. This assignment builds on the generic, rhetorical and audience awareness that students have worked on all semester long, asking them to consider what discourse community they are trying to reach and, not only what diction, but also what mode of delivery would be best for delivering that message. This “translation” is key to transfer, one of the core learning outcomes of this course. If students can take a message and transform it for different audiences and media, then they are well on their way to being able to transfer writing skills across fields, disciplines and discourse communities.

 

You could:

  • Create a presentation using PPT/Prezi with a specific audience in mind
  • Create a series of three or four social media posts (Instagram/Twitter/Facebook/etc.). You must include at least two images.
  • Design a poster for an organization somehow related to your topic that could be put up around campus
  • Design a flyer that the organization could hand out to students
  • An on-video interview with someone who is somehow relevant to your topic/thesis

 

Remember, what is important is that you are thinking about genre and audience and translating your essay into a genre/mode that is somehow better for your intended audience – that can be a different audience from the one you wrote the essay for. These projects should last about 5 minutes and should be accompanied by a 500-800-word reflection that you will turn in to me before you leave. In that reflection, you should be writing about the concepts we’ve discussed in the course: rhetorical situation, genre, audience, purpose, constraints, etc. Find questions for the reflection below. 

Questions for “Essay” 3 Reflection:

  • Who was the audience for this essay? What did you consider about them as you translated your essay from its written form into this multimodal version?
  • What are the weaknesses of the written essay genre for this audience? What are the strengths of this new multimodal genre?
  • Was it difficult to translate the essay from its written form into this new multimodal version? Why/why not? Reflect on the process of translation.

Scaffolding

Day One: Introduce idea of multimodality, “All Writing is Multimodal.” Give examples of text, video, artwork, etc and point out all the modes at play.

HW: Brainstorm ideas for both of the papers you’ve written and be sure to consider the audiences. Which would get more out of a multimodal translation?

Day Two: Write: Fold in the idea of discourse communities – what sorts of genres would be available to you within the discourse community of your audience? What sorts of things would you emphasize? Begin to draft scripts and map out ideas.

HW: Draft of script/text for multimodal project. Must convey main points and key evidence from essay.

Day Three: Peer Review.

HW: “Difficulty” paper

Day Four: Plan of Revision &

HW: Final Draft

Day Five/Six: Watch presentations and ask at least 1 question per class period.

 

 

 

 

 

RGarcia Final 1121 Unit 3 Multimodal Repurposing Assignment

Prof. Garcia

ENG 1121, semester ???

Unit 3: Multimodal Repurposing Assignment

Due: ?/?/20

Assignment

In the conclusion of your annotated bibliography you identified a discourse community that you think would benefit from your research. You also thought about why and how that community would benefit from your research.

Now for this assignment you will repurpose the information you learned from your research and present it in another medium. This medium should be the one you think will best convey your information to the specific audience you have chosen. Your final product should go beyond the written word and communicate using other modes of communication.

Examples of modes you might choose: TedTalk, audio Podcast, YouTube video, song lyrics, Wikipedia entry, video or graphic essay, blog, informational brochure, short movie, or play.

Notes: This project asks you to write in a new way, but you must still turn in a written component. For example, if you put together a TedTalk, podcast, or video of some sort, you can turn in the transcript you developed.

Due Dates

??/??/??: Hand in a one-page plan for your project. Here you should do the following:

  • Tell me the mode you selected for presenting your information and why you feel this is the appropriate mode. Also, tell me what you hope to accomplish with your piece (persuade, inform, something else).
  • Tell me about the mode in which you will compose. For example, what do you see as the main elements or features of this genre, including the length, tone, format, organization, desired effect on the audience, and other key features? Make a list and describe each element in a few sentences.
  • Tell me about how you will go about composing your piece. For example: What technologies will you use? What information will you include in your final product? How will you organize it?

??/??/??: Bring in a fully drafted version of your project for peer review

??/??/??: Unit 3 project due. On this day you should also come prepared to write an in-class reflection on your project. You will be asked to write about the choices you made, the process you undertook, what you learned, and how you will use this experience/information in future classes.

How will this be graded?

  • Careful and thorough thinking: The new media piece you produce should be similar to other pieces in the media you chose to work with, be polished/finished looking, and thorough. Note: There is no particular word count for your assignment as the length will be determined by the genre in which you chose to work.
  • Audience: The audience you chose should make sense for your topic. Also, the genre you chose to work in and the choices you made when composing should be appropriate for your chosen audience.
  • Repurposing: The new genre piece you produce should use the research from your annotated bibliography and be related to your research question.
  • Timeliness: Your project should be on time.

 

Final Call to Action and Remix

English 1121

Paper #2: Call to Action Research Proposal

 

Due Dates:

TBA: Research Memo/Annotated Bibliography

TBA: First Draft

TBA: Final Draft

 

Assignment Overview and Requirements:

 

For this unit, you will focus on inquiry-based research. Your first paper asked that you define and analyze a discourse community that either you’re a part of or that you have seen represented in the stories we have read. Now you are going to write a paper about an issue you’ve identified within a chosen discourse community or in another community that interests you.

 

In short, you are going to identify an issue in a community you’ve chosen to investigate, compile research on that issue, and present that research in a Call To Action.

 

The paper will require a variety of research, until you feel you’ve addressed the question you proposed. You will look at the relationship between your community and certain larger issues or topics that permeate it. This could mean either 1) an issue within the community or 2) the way in which practices or values of your community relate to society in general.

 

The parts of the assignment are as follows:

  • Research Memo DUE 

This will be a survey of your sources, essentially a professionalized annotated bibliography. You do not need an argument for this portion of the assignment but you do need to provide and in-depth analysis of each of your sources. This includes a summary of the most important content of the sources, as well as analysis of the rhetorical context and elements of the sources

  • Informative Call to Action Due 

In the final portion of the assignment, you will write a “call to action” in which you inform your audience of the issue you chose to investigate. After you have comprehensively described the issue, you will offer research-based assertions as to how your audience can begin to catalyze change surrounding the issue. This portion of the assignment should be 6-8 pages and must make studied use of your research (1500-2000 words).

  • Peer Letters and Reflection Due . Just like you did with the Portrait of the Discourse Community Essay.After you have completed the first draft, you will bring in three copies of your essay – one for me, and two for two of your peers. You will share these essays with your group, and, after reading each other’s essays, provide thoughtful, critical feedback. While you should provide suggestions for improvement, you should also consider this an opportunity to take cues from your peers and build a sense of community and solidarity. Note what you think works and what you think could use some work. You will attach a copy of the two peer letters to your final draft.

In addition to the letter you will write a reflection (500 words), after your paper has been graded. In this, you will explain:

  1. Why you chose to write the way you wrote
  2. What insights you’ve gained from the readings and your peers
  3. What you think worked and what you might improve on

English 1121

Paper #3: Call to Action Remix

Due Dates:

Proposal

First Draft

Project Due

In-Class Presentations

 

Assignment Overview and Requirements:

In the last paper, you discovered an issue in the discourse community, and now you are going to take action and get the word out to a specific audience. This assignment asks you all to re-think, or re-envision, one of the assignments you have written previously in the semester and to present it in a totally new genre, perhaps changing modes. For example, a revision that goes from a written essay to an audio podcast, website, graphic, video essay, rap album, or mixed modal. This assignment builds on the generic, rhetorical and audience awareness that students have worked on all semester long, asking them to consider what discourse community they are trying to reach and, not only what diction, but also what mode of delivery would be best for delivering that message. This “translation” is key to transfer, one of the core learning outcomes of this course. If students can take a message and transform it for different audiences and media, then they are well on their way to being able to transfer writing skills across fields, disciplines and discourse communities.

 

You could:

  • Create a presentation using Prezi with a specific audience in mind
  • Create a series of three or four social media posts (Instagram/Twitter/Facebook/etc.). You must include at least two images.
  • Design a poster for an organization somehow related to your topic that could be put up around campus
  • Design a flyer that the organization could hand out to students
  • An on-video interview with someone who is somehow relevant to your topic/thesis

 

Feel free to work on this as a group project!

 

Remember, what is important is that you are thinking about genre and audience and translating your essay into a genre/mode that is somehow better for your intended audience – that can be a different audience from the one you wrote the essay for. These projects should last about 5 minutes and should be accompanied by an 800-1000 word reflection that you will turn in to me before you leave. In that reflection, you should be writing about the concepts we’ve discussed in the course: rhetorical situation, genre, audience, purpose, etc. Find questions for the reflection below.

 

 

Questions for Reflection:

 

  • Who was the audience for this essay? What did you consider about them as you translated your essay from its written form into this multimodal version?
  • What are the weaknesses of the written essay genre for this audience? What are the strengths of this new multimodal genre?
  • Was it difficult to translate the essay from its written form into this new multimodal version? Why/why not? Reflect on the process of translation.