Here I would talk about a personal anecdote getting frustrated with multimodal assignments that were falling flat. I was getting bored. And now I want to talk about this really cool thing that we can do that isn’t even that difficult to start thinking about! And we really should do that!

Today, more than ever before, composition classes are including multimodal and digital assignments on the syllabus (Selfe; Bezemer and Kress; The New London Group; Palmeri; Lauer; Eyman).  The increasing prevalence of assignments that both encourage and utilize the digital literacy of composition students reinforces the idea that, like so many have said (Selfe; Shipka; Palmeri; George; Yancey; Alexander), multimodality and digital literacy is valuable at the college level.  Encouraging students to utilize the digital literacy they use every day on screens everywhere outside of the classroom allows them to analyze the digital media they consume every day critically and improve their own digital composition processes to help them create meaningful, digital content in an ever-growing digital world.  These multimodal assignments generally stand out on a syllabus made primarily of more “traditional” assignments encourage students to be creative and have fun with an assignment that incorporates digital, visual, and auditory elements.

Here I would talk about a personal anecdote getting frustrated with multimodal assignments that were falling flat. I was getting bored. And now I want to talk about this really cool thing that we can do that isn’t even that difficult to start thinking about! And we really should do that!

Today, more than ever before, composition classes are including multimodal and digital assignments on the syllabus (Selfe; Bezemer and Kress; The New London Group; Palmeri; Lauer; Eyman).  The increasing prevalence of assignments that both encourage and utilize the digital literacy of composition students reinforces the idea that, like so many have said (Selfe; Shipka; Palmeri; George; Yancey; Alexander), multimodality and digital literacy is valuable at the college level.  Encouraging students to utilize the digital literacy they use every day on screens everywhere outside of the classroom allows them to analyze the digital media they consume every day critically and improve their own digital composition processes to help them create meaningful, digital content in an ever-growing digital world.  These multimodal assignments generally stand out on a syllabus made primarily of more “traditional” assignments encourage students to be creative and have fun with an assignment that incorporates digital, visual, and auditory elements.

Here I would talk about a personal anecdote getting frustrated with multimodal assignments that were falling flat. I was getting bored. And now I want to talk about this really cool thing that we can do that isn’t even that difficult to start thinking about! And we really should do that!

Today, more than ever before, composition classes are including multimodal and digital assignments on the syllabus (Selfe; Bezemer and Kress; The New London Group; Palmeri; Lauer; Eyman).  The increasing prevalence of assignments that both encourage and utilize the digital literacy of composition students reinforces the idea that, like so many have said (Selfe; Shipka; Palmeri; George; Yancey; Alexander), multimodality and digital literacy is valuable at the college level.  Encouraging students to utilize the digital literacy they use every day on screens everywhere outside of the classroom allows them to analyze the digital media they consume every day critically and improve their own digital composition processes to help them create meaningful, digital content in an ever-growing digital world.  These multimodal assignments generally stand out on a syllabus made primarily of more “traditional” assignments encourage students to be creative and have fun with an assignment that incorporates digital, visual, and auditory elements.

Here I would talk about a personal anecdote getting frustrated with multimodal assignments that were falling flat. I was getting bored. And now I want to talk about this really cool thing that we can do that isn’t even that difficult to start thinking about! And we really should do that!

Today, more than ever before, composition classes are including multimodal and digital assignments on the syllabus (Selfe; Bezemer and Kress; The New London Group; Palmeri; Lauer; Eyman).  The increasing prevalence of assignments that both encourage and utilize the digital literacy of composition students reinforces the idea that, like so many have said (Selfe; Shipka; Palmeri; George; Yancey; Alexander), multimodality and digital literacy is valuable at the college level.  Encouraging students to utilize the digital literacy they use every day on screens everywhere outside of the classroom allows them to analyze the digital media they consume every day critically and improve their own digital composition processes to help them create meaningful, digital content in an ever-growing digital world.  These multimodal assignments generally stand out on a syllabus made primarily of more “traditional” assignments encourage students to be creative and have fun with an assignment that incorporates digital, visual, and auditory elements.

Here I would talk about a personal anecdote getting frustrated with multimodal assignments that were falling flat. I was getting bored. And now I want to talk about this really cool thing that we can do that isn’t even that difficult to start thinking about! And we really should do that!

Today, more than ever before, composition classes are including multimodal and digital assignments on the syllabus (Selfe; Bezemer and Kress; The New London Group; Palmeri; Lauer; Eyman).  The increasing prevalence of assignments that both encourage and utilize the digital literacy of composition students reinforces the idea that, like so many have said (Selfe; Shipka; Palmeri; George; Yancey; Alexander), multimodality and digital literacy is valuable at the college level.  Encouraging students to utilize the digital literacy they use every day on screens everywhere outside of the classroom allows them to analyze the digital media they consume every day critically and improve their own digital composition processes to help them create meaningful, digital content in an ever-growing digital world.  These multimodal assignments generally stand out on a syllabus made primarily of more “traditional” assignments encourage students to be creative and have fun with an assignment that incorporates digital, visual, and auditory elements.

Here I would talk about a personal anecdote getting frustrated with multimodal assignments that were falling flat. I was getting bored. And now I want to talk about this really cool thing that we can do that isn’t even that difficult to start thinking about! And we really should do that!

Today, more than ever before, composition classes are including multimodal and digital assignments on the syllabus (Selfe; Bezemer and Kress; The New London Group; Palmeri; Lauer; Eyman).  The increasing prevalence of assignments that both encourage and utilize the digital literacy of composition students reinforces the idea that, like so many have said (Selfe; Shipka; Palmeri; George; Yancey; Alexander), multimodality and digital literacy is valuable at the college level.  Encouraging students to utilize the digital literacy they use every day on screens everywhere outside of the classroom allows them to analyze the digital media they consume every day critically and improve their own digital composition processes to help them create meaningful, digital content in an ever-growing digital world.  These multimodal assignments generally stand out on a syllabus made primarily of more “traditional” assignments encourage students to be creative and have fun with an assignment that incorporates digital, visual, and auditory elements.