This schedule is subject to change, so stay tuned.

WEEK 1 In-Class Due for classtime
  • Introduction to course
  • Watch
  • Represent your relationship to composing through a multimodal text and a written text.
  • Questions for the multimodal text: Describe how this process felt? Did you feel constrained by the materials at your disposal? Would you have done/said more if you had other materials? Would this have been eaiser for you through linguistic or oral comunication? Why or why not? Are you happy with what you made?
  • Bring one crafting item to share. By crafting, I mean a glue stick, sparkles, stickers, yarn, pipe cleaners, construction paper, string, etc. TAKE A PICTURE as you'll be posting this to your blog.
WEEK 2 In-Class Due
  • sign up for Cool Thing presentations
  • Part 1: Write and discuss. Think of a piece of writing you've composed/designed that positively sticks with you. Why does it stick? Ditto for a non-linguistic "text" (ranging from fishing fly to crocheted hat to motorcycle engine to blueberry muffin to....). As a class, come up with list for what makes a text personally memorable.
  • Part 2: Share post #2 visualizations in AML. In small groups, come up with 1) list of similarities and differences, and 2) questions for big group discussion (what should we talk about? what do you care about? what riles you up?)
  • Part 3: Big group discussion on readings.

[history/positioning] From Lutkewitte's Multimodal Composition: A Critical Sourcebook

  • Introductions (1-11, 11-16)
  • NCTE Position Statement on Multimodal Literacies (17-21)
  • Claire Lauer, "Contending with Terms: 'Multimodal' and 'Multimedia' in the Academic and Public Spheres" (22-41)
  • Geoffrey Sirc, "The Still-Unbuilt Hacienda" (42-61)
  • Kathleen Blake Yancey, "Made Not Only in Words: Composition in a New Key" (62-88)
  • New London Group, "A Pedagogy of Multiliteracies: Designing Social Futures"(193-217)
  • Diana George, "From Analysis to Design: Visual Communication in the Teaching of Writing" (218-232)

Reading Response [post #1]: Post a picture of your multimodal text from Week 1 as well as your written description.

Reading Response [post #2]: For each article (minus the introduction), write a 3-5 sentence summary of your key takeaways. Also include 5 metadata tags for each piece. Now create a visualization that puts the articles in relation to one another. Think about how they connect/intersect/differentiate and think about how you want to visualize this. The medium is up to you, but you need to capture the visualization and post it to your blog.

WEEK 3 In-Class Due
WEEK 4 In-Class Due
  • Part 1: Crafting a Palmeri memory map. In pairs or groups of three, go to the AML and create a (rough) digital multimodal outlineof Palmeri's book.In your outline, capture the chapters, the tracks and refrains, and the major arguments. This should be BROAD STROKES, do not try to capture every little thing. You may need to rely on the lingustic mode a little heavily to do this, but think about how to add in other modes in order to capture the key ideas. Think of the end result as a memory map of the book, something you could look at at say "oh yes, I remember, in Chapter 2, Palmeri discusses blah blah blah." You can use any software at your disposal. Consider online platforms like Prezi, PiktoChart, or desktop software like Word or Powerpoint (using the drawing tools in these products opens up some possibilities), or more complex software like Photoshop, Illustrator, InDesign, iMovie, Audicity, etc. You only have 45 minutes, so focus your efforts! Make sure to save your memory map in some fashion so that you can add to it during next week's class.
  • [4:30pm] Part 2: Skype visit from Professor Jason Palmeri
  • Part 3: Debrief
  • Jason Palmeri, Remixing Composition: A History of Multimodal Writing Pedagogy.
  • Come to class with 1-2 questions to ask Professor Palmeri. We likely won't get to all of them, but I want to make sure we've got questions at the ready for discussion.

Reading Response [post #3]: Write a 2-3 paragraph summary of your key takeaways from Remixing Composition. At the end of the post, write your 1-2 questions for Professor Palmeri. Also include 5 metadata tags for the book.

WEEK 5 In-Class Due
  • Part 1: Cool thing presentations
  • Part 2: Visit from Professor Jonathan Alexander
  • Part 3: Debrief
  • Part 4: In AML, begin work on the following assignment, which you will post to your blog for next week.
    • Choose a technology you use with some regularity. I'm using the word "technology" broadly here, so you can consider hardware (the cell phone, the laptop, the fitbit) or software (an app, a social media platform) or entirely outside the computer sphere (say, a sewing machine or a cookbook). Reflect on how "our sense of humanity, individually and collectively, is potentially enhanced, extended, delimited, estranged, dispersed" (199) by/through/with this technology. Create a multimodal text that represents/shares your reflection.

[history and how-to]

Reading Response [post #4]: Part 1: Post your multimodal response to Palmeri from Week 4. Part 2: Write a 2-3 paragraph summary of your key takeaways from On Multimodality and make sure to include 5 metadata tags for the book. Part 3: Revise your multimodal response (or describe how you would revise it if you don't have access to files) from Palmeri by adding Alexander and Rhodes' voice to it. Share this on the post.

WEEK 6 In-Class Due
  • Part 1: Spend some time with Techne
  • Part 2: Skype visit from Jacqueline Rhodes
  • Part 3: Cool Things
  • Part 4: Response from Shipka
  • Part 5: Discussion

[theories and methods]

BY FRIDAY, 9/25 @ NOON email me 1 question for Shipka.

  • Jody Shipka. Toward a Composition Made Whole.
  • COOL THING #3 & 4: Richard Snyder and Lucy Johnson

Reading Response [post #5]: Part 1: Post your multimodal response text from last week's in-class activity. Part 2: Reflect briefly (1 paragraph-ish) on how Shipka's arguments intersect with your multimodal response. In terms of content, does Shipka reshape what you were thinking in any way? Intersect? In terms of form, does Shipka make you think about what it was that you produced? In what ways? Part 3: Post a 3-5 sentence summary for EACH CHAPTER of the book (give us the gist) and include 5 metadata tags for the book. Part 4: Include the question that you sent for Shipka.

WEEK 7 In-Class Due
  • Part 1: CRAP Principles lecture and sample analysis. Pros/cons to approach.
  • Part 2: Group work. Each group takes a term/chapter (discourse, design, production, distribution). Be prepared to 1) teach the idea to the class, and 2) describe how you might apply that idea to the PETA ad
  • Part 3: Return to your multimodal texts from the end of Week 5's class (posted in Post #5). Choose one from your group and apply A) the CRAP principles to the text, and then B) K&V's terms. Be prepared to report back on how the analysis worked. Was one more fruitful than the other? How so? Why not? Etc.
  • Part 4: Production? Can these terms be used when producing a text? If so, how? If not, why? Spend some time thinking about a text you produced in this class so far as a case in point.
  • IF TIME: form groups for Kress WEEK 9 (10/19) assignment.

[theories and methods]

  • Gunther Kress & Theo Van Leeuwen. Multimodal Discourse: The Modes and Media of Contemporary Communication.

Reading Response [post #6]: Part 1: Briefly explain how you see this book intersecting with what we've read so far. Part 2: Post a 3-5 sentence summary of the book (give us the gist) and include 5 metadata tags for the book. Part 3: Work to create a table or chart that sets up Kress and Van Leeuwen's framework. If you're feeling befuddled on how to set it up, imagine you are going to use their language to analyze a text, what terms/questions would you need to ask? Or imagine you're giving your students a handout to use to analyze a text through the lens of K&V? What would this handout look like?

WEEK 8 In-Class Due
  • Part 1: Cool Things.
  • Part 2: Update on Final Project.
  • Part 3: Rhetorical Approach (via IX). Pros/con.
  • Part 4: Kress. In-class work.

[theories and methods]

  • Gunther Kress. Multimodality: A Social Semiotic Approach to Contemporary Communication. Preface + Chapters 1-4 [pg xiii - 78]
  • COOL THING #5 & 6: Liz Francese and Zarah Moeggenberg

Reading Response [post #7]: Part 1:Write a 2-3 paragraph summary of your key takeaways from the first half of Multimodality and make sure to include 5 metadata tags for the book. Part 2: Choose a multimodal text you've created in this class (preferably the one from in-class on 9/21). Work to describe this text through K&V's terms from last week (discourse, design, production, distribution). Do your best to see how you might talk about and/or analyze your text through this terminology. Part 3: NOW, describe how what you've read so far in Kress adds to this analysis in any way. Does it? How so? If not, why? The gist here is to try to figure out what this book adds to your/our understanding of multimodality.


WEEK 9 In-Class Due
  • Presentations


Group work: Your group was assigned a chapter of the Kress text (Chapters 5-9). Each group is responsible for a 30-minute in-class presentation/lesson plan that shares the key ideas of the chapter and engages us with some hands-on work with the key ideas from that chapter.

WEEK 10 In-Class Due


  • BRING Writer/Designer to class.
  • COOL THING #7 & 8: Jordan Engelke and Sam Herriot
  • Read (from Lutkewitte's Multimodal Composition: A Critical Sourcebook):

    • Richard Marbeck, "Embracing Wicked Problems: The Turn to Design in Composition Studies" [258-276]
    • Anne Frances Wysocki, "awaywithwords: On the Possibilities in Unavailable Designs" [302-308]
    • Jennifer Sheppard, "The Rhetorical Work of Multimedia Production Practices: It's More than Just Technical Skill" [391- 404]
    • Cheryl Ball, "Show, Not Tell: The Value of New Media Scholarship" [163-186]
    • Steven Fraiberg, "Composition 2.0: Toward a Multilingual and Multimodal Framework" [497-516]
  • Braun, McCorkle and Wolf, "Remixing Basic Writing: Digital Media Production and the Basic Writing Curriculum" from Computers and Composition Online (2007).
  • Ridolfo, Jim, & DeVoss, D├ánielle Nicole. (2009). Composing for Recomposition: Rhetorical Velocity and Delivery. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 13(2). Retrieved October 19, 2015, from

Reading Response [post #8]: For this week, you are reading a wide ranging set of articles that address a range of issues from our class readings and discussions thus far. Choose 3 of these articles that particularly interest you and describe 1) Why you are drawn to these arguments/ideas, 2) How these arguments/ideas intersect with what we've read so far in class, and 3) How/if these arguments/ideas help you think about some larger scale questions for your final project.


WEEK 11 In-Class Due
11/2 In-class work with Writer/Designer: Read Chapters 1-3 of Writer/Designer. Complete the Write/Design assignments on pg 39 and pg 45 (just find 3-5 texts instead of 8-10). Conclude by writing 1 paragraph POSTED TO YOUR BLOG that describes, given these two assignments, what you think you're going to do for your final project. Also fold in any questions for me that you might have. [digital literacies]
  • Stuart Selber. Multiliteracies for a Digital Age.
  • COOL THING #9 & 10: Edie Marie Roper & Tyler Ringstad

Reading Response [post #9]: Part 1:Write a 2-3 paragraph summary of your key takeaways from Multiliteracies for a Digital Age and make sure to include 5 metadata tags for the book. Part 2: How is (or is) the way Selber works with multiliteracies compatible with how other authors we've read this semester have engaged with multimodality?

WEEK 12 In-Class Due
11/9 Pitch Proposals
  • Pitch Proposal: Give a 5 minute pitch proposal for your final project. Classtime will be used for feedback. See page 56 of Writer/Designer for questions to consider in your pitch
WEEK 13 In-Class Due
11/16 Peer Review


  • Come to class with mockup or storyboard for final project along with preliminary asset list (MORE COMING SOON!)
WEEK 14 In-Class Due
11/30 Final Project Presentations
WEEK 15 In-Class Due
12/7 Final Project Presentations