Inquiry, Collaboration, and Reflection in the Student (Text)-Centered Multimodal Writing Course


I co-wrote this chapter with two of my colleagues while in the PhD program in Rhetoric and Composition at the University of Louisville. We decided that we could collaboratively design a writing course that incorporated multimodal assignments and used those assignments as the focus for course discussion and analysis. We each taught our own discrete section of the course and wrote this article about what we learned. The chapter appears in the collection: Teaching with Student Texts: Essays Toward an Informed Practice.

You can read the chapter here.