So maybe somebody can clear something up for me now that would likely be cleared up later in the term anyway....
I've been lead to believe (and really not by Jeff, so maybe I'm wrong, but through my own research and through the two texts that I am reviewing) that students are being asked in the real world to both read and construct "texts" that aren't just writing. They have to be able to read visuals, internet sites, multimedia, whatever, and that composing in these genres is also seen as somewhat important in comp/rhet right now. In other words, students need to gain an understanding of new media or multimodal literacy practices as well as ordinary composing practices (I'm probably saying this horribly, so bear with me) and that since they are unlikely to get that anywhere else, and because there are compeling pedagogical reasons to do so anyway, these sorts of projects are being phased into composition courses (damn that was a long sentence).
Projects like the one that Jeff described in class today (and his insistence that theses and 5 paragraph essays aren't necessary) are part of this train of thought--we need to mix up what composition has always done to communicate in the digital world. Heck, we probably should have done so a long time ago but quite honestly there's no time like the present (so yes, despite defending the 5P in certain situations, I DON'T LIKE TEACHING IT, AT ALL. Amazing neh? But you write one thing and everybody thinks that's ALL you think. That's one thing I hate about blogging.) Anyway, we need to mix up composition. We need to rethink assignments. We need to think about multimodal projects.
So um, this class I'm designing? Students are going to write in it, a lot. But I'd like to get them thinking multimodally too, and things like a physical mapping project are some ways I've seen other instructors do that. Thinking about all the ways of communicating, and playing with them, might be a goal of such a classroom.
But is this goal "acceptable?" If my students make a skit, or write a story, or make a physical project, or a website, or make a visual argument, are they writing enough? If they're writing blogs and some major essay assignment or another, and they are writing essays about every part of their composing process and then one after the project is done, damn that's a LOT of writing. I'm perfectly fine leaving some of it out (or putting it in their blogs or message board or whatever I decide to use).
Maybe that's not my question at all, maybe my question is:
Are multimodal projects enough like writing to permit them in THIS composition course?
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Are multimodal projects enough?
Depends. Give us some ideas about what you mean.
The last three weeks of reading illustrate many examples. You've read the book. Read the essays too. See what those examples are about. Then, sketch some ideas.
Alright,
So I've got this idea for a sort of "plug n play" syllabus running in my head, because I've got too many projects I'd like to do for 14 weeks, so some will have to wait for later terms....
But the basic approach I'd like to try would be diagrammed like this:
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where in the first half of the course, multimodal projects build toward a writing assignment, and in the second half of the course, writing assignments end in a potential multimodal project.
So possible assignments (underrun by online conversation over blogs, messageboards, wiki, drupal, not sure what yet, but something, plus assignments from the reader, whichever I pick):
1. Free word association personal presentation (non linear thinking)--Students are given a list of words, and must write down the first words that come to mind (and then their next five associations) for a fairly long list of words. Students then create a project, a representation of self, that can be a paper, or a paper with visuals, or--for the truly crazy people who love computers--something more new media ish, really, whatever media the student is comfortable with early in the term. They combine these words with stories, explanations, and images that in turn, explain themselves to the class. Students write a brief reflection on what they've created.
2. Graphic Novel Project (rhetorical and audience analysis, switching audience and modes of communication) -- Students read a graphic novel (Road to Perdition possibly) that has been transformed into a movie. We read a transcribed interview of the author, Max Allen Collins, from NPR, that talks directly about changing from written/visual to oral/visual modes of communication. We talk a lot about modes of communication.
Then we talk about rhetorical analysis, watch Road to Perdition, analyze it together as a class (short paper as a result).
Students then are put in groups, pick a different type of graphic novel per each group (Persepolis, Neongenesis Evangelion, Spiderman, Sandman, Neil Gaiman's kids books, JtHM, etc.) As a group they must analyze the graphic novel rhetorically as well as perform audience analysis. They again write a short paper, this time as a group (although I recommend each person take a section). After that, they pick a new audience, and turn the graphic novel into a short skit to be read/performed for the class. Another reflection paper follows discussing the project, modes of communication, and how they relate to graphic novels, audiences, etc.
3. Critical Analysis Research Paper -- Really, it's a research paper. Not 5 paragraph, topics chosen from majors, or if undeclared, from interests, hobbies, etc. No "common topics" under the guise of me being "tired of them." No multimodalism here, but this is just the introduction to....
4. Visual argument -- each student takes an argument from their paper and composes a visual for it, or even that could stand alone. Students hang these in the classroom and go around to each one seeing if they can determine the message of the argument.
5. Paper presentations -- students use their visual argument to help present their papers.
6. Big group project -- students are put into groups by paper topics and have to combine their research and topics into a multimodal project (they have visuals, they have writing, this isn't exactly recreating the wheel late in the term). I expect comfort with technology to vary by group, so there's no "you must make a website" or "you must use Flash" but students are welcome to use whatever media they need to in order to make the argument they want to. Business/marketing majors might well come up with a marketing plan and some examples for some sample product, while graphic design people might want to come up with a website, and some people might just want to physically design posters or displays. Here, synthesis of ideas into a new medium is important.
That help?
Well, that sure is a lot. For the writing assignments, maybe too much for one course.
Have you thought about more concentration in two projects, projects that might possibly feed into one another? Another commonplace is that a writing course needs 4-5 assignments. But one can do a lot more with 1-2. After all, who really writes 4-5 essays in 14-15 weeks? Not me.
As far as using graphic novels, I don't have a problem with that in theory, but we do not have any dept guidelines that state instructors are allowed to teach non-textbooks. You would have to take that up with the Director of Writing.
For now, I'd say hold onto these ideas, and see what else we encounter in our own readings that might help you shape them and refine them more.
Actually, I think that asking students to do small essays that are 1-2 pages long in response to assignments isn't really all that much work, especially if it's in response to a project. So there'd be two main writing assignments of length, everything else is short, posted to blogs, whatever...
In defense of the graphic novel thing, they aren't textbooks. They're beat up old copies from my personal library loaned out that I don't particularly mind losing (tax write offs from years ago). They wouldn't be the text I'm teaching from, they're a supplement that we're analyzing (like graphics on the web or movies or novels or whatever).
But I'm not sold that that PARTICULAR project would work here, it's just an example. I'm no where near ready to write this syllabus yet. :)
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