Conclusions-- Multimodality & The Quest for Refuge

Throughout the course of the semester, we were introduced to, and explored the multimodal process through readings, discussions, research, and projects that allowed us to participate in a larger context.

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Rhetorical Knowledge:

The multimodal components of each project required a different type of consideration when thinking about audience. The process of composing and revising, especially in the Community Storytelling project, was critical to the clarity of the material.  

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Subject-Matter Knowledge:

The background research needed before the interview process was crucial, because it aided in having respect for a culture, as well as provide information to generate useful questions for the interview. 

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Genre Knowledge:

Through multimodal compositions, we explored a variety of genres- we composed an audio biography piece that included a combination of words, sound, recordings, and a written script. We also composed a video storytelling project that expanded our knowledge on the ongoing refugee crisis. The video included visual images, overlapped with sound and text.  

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Discourse Community Knowledge:

I think that the knowledge about discourse community was introduced through the course texts, and then reinforced with class discussions and reflections, and then practiced through the  critical thinking process during the composition of each project. 

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Meta-cognitive Knowledge:

Each assignment took part in a series of steps (or revisions)- after posting each “draft” of a project, (individually as well as in our groups), we thought and rethought/ critiqued our own work in order to better/ push the project to the next “step.” After working through the process several times, were we able to see progress.  

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Writing Process Knowledge:

The website was not only used as a "hub" that aided in experimenting and learning about the multimodal process as a whole, but also was a tool that allowed us to gain a new technical knowledge. 

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