Abstract
The writing center and multimodal projects play an integral role in restoring justice to students and giving them ownership over their own voices. Too often, students, especially students who need extra writing support, come into the composition classroom believing that they are “bad writers” because they struggle with the traditional academic essay. Oftentimes, these students initially feel overwhelmed by any assignments they are asked to complete in a composition course. Prior to college, many students only have exposure to the traditional academic essay, which epitomizes “good writing” for them, and this lack of exposure to other kinds of composing causes students to carry the baggage of failure. This is where the writing center comes in. Providing additional training to writing tutors to prepare them to work with students on multimodal projects allows them to begin the work of restoring justice because the “job of the tutor is to help human beings…” (Fitzgerald & Ianetta, 2016, p. 167). Students sometimes show up in the writing center with an assignment that asks them to make a poster presentation for their biology course, a podcast for their English course, or a video for an education course. By coaching students on multimodal assignments and working students through feelings of intimidation and the baggage of previous writing courses, the writing center teaches students to repurpose their existing skills and overcome obstacles to become confident, capable writers and composers. Keywords : writing center, multimodal, justice, voice, rhetoric, visual design, coaching, multimodal assignments, multimodality
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- The Peer Review
- Published
- 2020-09
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