Papers by Brandy Dieterle
Computers and Composition, 2016
Proceedings of the 33rd Annual International Conference on the Design of Communication - SIGDOC '15, 2015
Within the field of Writing Studies, scholars have argued for first
-year composition (FYC) as a ... more Within the field of Writing Studies, scholars have argued for first
-year composition (FYC) as a content course rather than a general skills course; the former works to equip students with
concrete knowledge of writing that will transfer to other literate practices and domains.
However, this current approach to FYC does not focus significantly on multimodal composition. Researchers argue that students are already composing with digital technologies and teachers should help students develop critical and nuanced understandings of these technologies. This article
brings these two conversations together by integrating multimodality into the Writing about Writing (WaW) curriculum: the integration asks students to study writing within online
discourse communities and create ePortfolios with webtext essays. Furthermore, we argue such an approach upholds the aims of WaW to introduce students to the threshold concepts related to the field, including understandings of intertextuality and the rhetorical situation. This article concludes by discussing some challenges and pedagogical implications for a multimodally-enhanced WaW curriculum.
Writing Studies and Rhetoric/Composition by Brandy Dieterle
Comics—both digital and print—increasingly make their way to the classroom. Scholars in the field... more Comics—both digital and print—increasingly make their way to the classroom. Scholars in the field have illustrated the pedagogical value of comics, but there remains little discussion as of yet about how comics can inform critical literacy, a necessary skill for twenty-first-century communication. Here the authors discuss an approach to first-year composition that argues for using comics, like Alison Bechdel's Fun Home, as an avenue for grappling with critical literacy. This classroom activity was a part of a larger assignment sequence where students were asked to compose web-based literature reviews that incorporated multimodality. These literature reviews challenged students to incorporate multiple viewpoints into their essays, and critically discussing comics proved to be an effective method for fostering this critical literacy.
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Papers by Brandy Dieterle
-year composition (FYC) as a content course rather than a general skills course; the former works to equip students with
concrete knowledge of writing that will transfer to other literate practices and domains.
However, this current approach to FYC does not focus significantly on multimodal composition. Researchers argue that students are already composing with digital technologies and teachers should help students develop critical and nuanced understandings of these technologies. This article
brings these two conversations together by integrating multimodality into the Writing about Writing (WaW) curriculum: the integration asks students to study writing within online
discourse communities and create ePortfolios with webtext essays. Furthermore, we argue such an approach upholds the aims of WaW to introduce students to the threshold concepts related to the field, including understandings of intertextuality and the rhetorical situation. This article concludes by discussing some challenges and pedagogical implications for a multimodally-enhanced WaW curriculum.
Writing Studies and Rhetoric/Composition by Brandy Dieterle
-year composition (FYC) as a content course rather than a general skills course; the former works to equip students with
concrete knowledge of writing that will transfer to other literate practices and domains.
However, this current approach to FYC does not focus significantly on multimodal composition. Researchers argue that students are already composing with digital technologies and teachers should help students develop critical and nuanced understandings of these technologies. This article
brings these two conversations together by integrating multimodality into the Writing about Writing (WaW) curriculum: the integration asks students to study writing within online
discourse communities and create ePortfolios with webtext essays. Furthermore, we argue such an approach upholds the aims of WaW to introduce students to the threshold concepts related to the field, including understandings of intertextuality and the rhetorical situation. This article concludes by discussing some challenges and pedagogical implications for a multimodally-enhanced WaW curriculum.