Improving Multimodal Assignments through Collaborative Reflection/Revision

Authors

  • Emma Wiley Wichita State University

DOI:

https://doi.org/10.62704/1fx62y49

Keywords:

multimodal, creative, composition, revision, reflection, collaboration

Abstract

Multimodal assignments, while dismissed by some as "creative," are becoming more widely accepted in college composition classrooms. In fall 2016, Wichita State University assigned a multimodal assignment in English 101 for the first time. This essay traces the revision and remaking of this multimodal assignment, reviewing the purposes of multimodal assignments and the benefits of a reflective and collaborative pedagogical practice.

Downloads

Download data is not yet available.

Author Biography

  • Emma Wiley, Wichita State University
    Emma Wiley was born in Charlotte, North Carolina. She attended Brigham Young University Provo and received her B.A. in English Education with a minor in History Education. After teaching middle school in Utah, Emma and her husband moved to Kansas where she taught high school for three years in Junction City and Garden Plain. She then completed her M.A. in English Literature at Wichita State University while working as a graduate teaching assistant. Emma now is an adjunct instructor at Wichita State University and Butler Community College. She can be reached at eswiley@shockers.wichita.edu.
cover image

Downloads

Published

2024-05-15

Issue

Vol. 100 (2019)

Section

Practitioner Pieces

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

Improving Multimodal Assignments through Collaborative Reflection/Revision. (2024). Kansas English, 100. https://doi.org/10.62704/1fx62y49