Teaching English in the Two-Year College Mar 2018

Feature: Beyond Words on the Page: Using Multimodal Composing to Aid in the Transition to First-Year Writing

Christina Saidy

Abstract

This article reports on a multimodal podcasting unit conducted during a two-week modified summer bridge program for at-risk incoming first-year students. The examples from student work show how teaching a multimodal genre encourages writers to draw from their prior knowledge of standardized genres learned in high school to effectively transition to college composition.

Journal
Teaching English in the Two-Year College
Published
2018-03-01
DOI
10.58680/tetyc201829533
Open Access
Closed
Topics
first-year composition multimodality

Citation Context

Cited by in this index (3)

  1. Williams (2021)
    Feature: What are we doing with this?”: How High School Students’ Lived and Exp…
    Teaching English in the Two-Year College
  2. Fisch (2020)
    Instructional Note: Rethinking Class Introductions
    Teaching English in the Two-Year College
  3. Smith (2019)
    Feature: All Truly Great Thoughts Are Conceived While Walking1”: Academic Inclu…
    Teaching English in the Two-Year College

Cites in this index (1)

  1. Reiff et al. (2011)
    Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotia…
    Written Communication
Also cites 4 works outside this index ↓
  1. Patterson (2006)
    High School Teaching and College Expectations in Writing and Reading
    English Journal  ↗
  2. Rozema (2007)
    The Book Report, Version 2.0: Podcasting on Young Adult Novels
    English Journal  ↗
  3. Smith (2006)
    In Defense of the Five-Paragraph Essay
    English Journal  ↗
  4. Wiley (2000)
    The Popularity of Formulaic Writing (And Why We Need to Resist)
    English Journal  ↗
CrossRef global citation count: 5 View in citation network →

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