Graduate Research Network; Computers & Writing 2012

Jeannie Parker Beard

PhD Candidate, Georgia State University

Instructor of English, Kennesaw State University

Abstract:

Composing on the Screen: Comparing Traditional and Multimodal Composition in First-Year Writing Courses

The purpose of this mixed methods case study is to examine how video documentaries function as a form of multimodal composition in first-year composition courses and consider how these types of texts may enhance the teaching of traditional composition, as well as contribute to the academic and professional communication skills of students. The study is also designed to determine how students react to multimodal composition and how they view the positive as well as negative aspects of composing new kinds of texts in their first-year writing courses.  The field of composition and rhetoric has been http://chasslamp.chass.ncsu.edu/~cw2012/directionsopened to new media, as argued by Anne Wysocki in Writing New Media. When teachers carefully consider the role and function of multimodal composition in their classrooms, new media can be used to enhance the teaching of writing and communication, engage and empower students, and better prepare them for the challenges and possibilities of life in our rapidly changing digital age.

Overview of Findings

1) Initially Students:

• Roughly 50% Expressed in Interest in Multimodal Composition/50% Had Little to No Interest
• Many Participants Had Concerns About the Project

2) Students identified that traditional and multimodal composition are similar:

• Organization and Research
• Both Types of Texts Use Rhetoric to Persuade

3) However, participants also found that:

• Traditional Composition is “Boring & Old Fashioned”
• Multimodal Texts are More Rhetorically Effective/Interesting
• Multimodal Composition is Seen as a Professional Skill
• Traditional Composition is Seen as an Academic Skill

Conclusion: Multimodal Composition should be used early in the semester as to teach concepts about traditional composition and rhetoric.

4) Participants reported the following positive aspects of multimodal composition:

• Access is Not an Issue
• Participants Had an Enhanced Sense of Audience Awareness with their Multimodal Texts
• Students Learn and Develop Skills (Time Management/Technology/Problem Solving/Self-Confidence)
• Students Become More Engaged with their Topics
• Personal Expression is Easier with Multimodal Composition
• Social Activism is Possible with Multimodal Composition

5) Participants reported the following negative aspects of multimodal composition:

• Learning New Technology is Frustrating and Time Consuming
• Technical Issues Inevitably Arise (Computers Crash)
• Negotiating Copyright and Fair Use Laws can be very Daunting & Frustrating

Conclusion: Students can gain much from multimodal composition; however, a strong support system should be in place in order to alleviate some of the anxiety, problems and frustrations associated with composing new media texts in first-year composition courses.