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.
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.
