visual/multimodal rhetorics

Exploring Grammar in Food Reviews: A Critical Language Awareness Approach

Activities, Critical Language Awareness, genre and discourse community, grammar and mechanics, linguistic diversity, rhetorical situation, Style, translingualism, visual/multimodal rhetorics /

Lyn Westergard and Chloe de los Reyes Assignments & Activities Archive Activity Description This activity uses food reviews as an entry point for teaching grammatical awareness, specifically adjective strings and intensifiers, within a multilingual undergraduate writing course. Grounded in critical language awareness, the activity positions grammar as a rhetorical resource rather than a set of […]

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Embodying Process: A Making-Based Writing Challenge

Activities, demystifying writing assignments, metacognition, Process, reflection, Threshold concepts, visual/multimodal rhetorics, writing myths and anxiety /

Franziska Tsufim Assignments & Activities Archive Activity Description Writing classes routinely ask students to engage in a lengthy process of drafting and revising their work. As instructors, we emphasize to students the need to “fail” (Carr), call “shitty first drafts” messy yet generative (Lamott) and position these ideas as “writing thresholds” (Adler-Kassner & Wardle). At

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Documenting Campus Spaces: The Collaborative Accessibility Guide Assignment

Accessibility, Assignments, collaboration and group work, critical thought and analysis, genre and discourse community, professional writing, technical writing, visual/multimodal rhetorics /

Marie Pruitt Assignments & Activities Archive Assignment Description The Collaborative Accessibility Guide (CAG) assignment was originally designed for an upper-level writing course, Technical and Scientific Writing, taught at a Predominantly White Institution (PWI) and large public research university. However, this assignment can easily be adapted for any technical or professional writing course. Over the course

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Acting Bias: Staging Media Analysis in First-Year Writing

Assignments, critical thought and analysis, information literacy, news, observation, reading strategies, research, rhetorical appeals and argument, rhetorical situation, secondary source research, visual/multimodal rhetorics /

Freddie (Fiona) Harris Ramsby Assignments & Activities Archive Assignment Description In first-year writing classrooms, embodied teaching methods, such as Kathryn Dawson and Bridget Kiger Lee’s drama-based pedagogy (DBP), “[provide] an innovative means to stimulate students’ creativity…to foster learning that sticks, cultivating brains that retain information” (Harris Ramsby 1). Combining Newman P. Birk and Genevieve B.

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Multimodal FAQ Assignment

Assignments, metacognition, Process, reflection, rhetoric, visual/multimodal rhetorics /

Mary Laughlin Assignments & Activities Archive Assignment Description This assignment reflects my ongoing attempts to build transfer-oriented reflective opportunities into first-year writing projects. It was inspired in part by pedagogical advice in John C. Bean’s Engaging Ideas; specifically, his emphasis on giving students opportunities to consider purpose and audience. For example, Bean suggests an imagined

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Shaping Multilingual Identity: Translanguaging Practices Through Digital Storytelling Workshop

Activities, digital literacy, identity, narrative and storytelling, social media, visual/multimodal rhetorics /

Alexandra Krasova Assignments & Activities Archive Activity Description This workshop was initially designed for undergraduate multilingual students participating in my dissertation study. My participants had some background experience in creating digital stories for social media, such as TikTok or Instagram. However, digital storytelling with integrated translanguaging practices for academic purposes was a new and unique

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Reflecting with Zines: A Multimodal Alternative to the Final Reflective Essay

Assignments, metacognition, reflection, visual/multimodal rhetorics /

Kelli R. Gill Assignments & Activities Archive Assignment Description While reflective writing assignments can be an excellent way to have students look back on a past term and ask how their writing has grown, these assignments can also be challenging for both teachers and students. Often these projects come at the end of a term

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Map-Making and Storytelling

Activities, Anti-Racist Pedagogy, critical thought and analysis, cultural awareness, identity, linguistic difference, linguistic diversity, Place-based Writing, prewriting and invention, Translation, translingualism, visual/multimodal rhetorics /

Gitte Frandsen Assignments & Activities Archive Activity Description Transnational, multilingual students have extensive experiences negotiating language difference by translating, translanguaging, and drawing from their literacy and rhetorical resources (Canagarajah). Further, by traversing physical and digital borders, these students habitually engage in the transnational flow of ideas and information, which gives them access to a wealth

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Cultural Analysis Podcast

genre and discourse community, rhetoric, rhetorical situation, soundwriting, visual/multimodal rhetorics /

Jackie Mohan Assignments & Activities Archive Assignment Description In this major assignment, students conduct a rhetorical analysis of one text (an advertisement, speech, essay, article, book, film, album or song, social media post, etc.) of their choice from within the last ten years. “Text” here is defined as an instance of communication, with a speaker,

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Intersectional Identity Photo Essay

Critical Language Awareness, critical thought and analysis, cultural awareness, demystifying writing assignments, digital literacy, identity, linguistic difference, narrative and storytelling, visual/multimodal rhetorics /

Jackie Mohan Assignments & Activities Archive Assignment Description In this assignment, students craft a photo essay about their identity, through which they hone basic writing skills, understand genre, and develop an understanding of voice, tone, and style. Intersectionality refers to how we can better understand each person’s lived experiences in the world by examining how

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