Composition Forum 2022 web Open Access

Exploring First-Year Writing Students’ Emotional Responses Towards Multimodal Composing and Sharing Academic Work with Online Public Audiences

Melanie Gagich

Abstract

This article explores the range and frequency of First-Year Writing students’ emotional responses towards a project requiring multimodal composing and distribution of their work to an online public audience prior to and after completing the assignment. I analyzed the results using Driscoll and Powell’s emotion categories (generative, disruptive, and circumstantial) and found that students experienced a variety of emotional responses towards both multimodal composing and sharing online, including anxiety, excitement, and fear. I discuss how these findings challenge some assumptions related to writing instructors’ perceptions of post-Millennial students’ comfort with and interest in multimodal composing and writing for online audiences. The article concludes by offering pedagogical suggestions for instructors interested in critically integrating this type of digital assignment.

Journal
Composition Forum
Published
2022
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Topics
first-year composition writing pedagogy multimodality
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