In one of my classes, we formulated a scaffolded assignment that incorporates a multimodal component. We were able to choose what learning outcomes we wanted to tackle in the assignment. We also had to speak on how our assignment accomplished those specific learning outcomes and represented the threshold concepts. This assignment allowed me to see how much work goes into devising an assignment made of multiple parts.
The purpose of my assignment, How Many Ways Can You Represent One Subject, is for students to formulate an argument based off subjects we have formed from a class discussion. This will allow students to see the variety of research questions that can result from a single subject. This assignment will also develop their collaborative skills and give them a chance to construct a project that is multimodal in nature to display the variety of ways in which a topic can be expressed.
My learning outcomes are as follows: 1.) Students will formulate a research question based off a selected subject area that will result from a class discussion. 2.) Students will develop collaborative working skills through group work. 3.) Students will construct an argument utilizing a clear thesis and research.
I provide students with a variety of sources for different parts of the assignment. Some of these links include the KSU Library, The Writing Center, What is Multimodality?, How to Write a Research Paper, and Strategies for Peer Review. These are only supplemental to the discussions that will be held in class.
Throughout this class, we have discussed the threshold concepts, so I connected the threshold concepts to my assignment. The main concepts that will be practiced here are Concept 1: Writing is a Social and Rhetorical Activity, Concept 2: Writing Speaks to Situations through Recognizable Forms Concept 3: Writing Enacts and Creates Identities, and Concept 4: All Writers Have More to Learn. Concept 1 can be seen through the students discussing research questions and peer reviewing. Concept 2 can be seen through the students composing a multimodal component. Concept 3 can be seen through each student expressing what they would like to talk about. The students will from their own paper topic through their selected subject, which displays the plethora of identities within one group. Concept 4 can be seen through students discussing and brainstorming possible research questions and ideas. The students will also be conducting a critique to analyze various writing tactics. Thus, the students will be learning from each other. Students will be focusing on research, forming and supporting an argument. The initial class discussion will allow students to communicate and listen to a variety of possible subjects. Students will collaborate with other students when working on research and peer reviewing. They will practice writing multiple drafts throughout this process. They will also practice multimodality by creating a multimodal project with their group members to represent their subject.
Throughout this assignment, students will have the opportunity to practice various points of the writing process. As a class, possible subject areas will be discussed before students discuss more in-depth research questions in smaller groups. Each of these discussions are a part of brainstorming and pre-writing. They will work with other members as a part of a group to formulate a multimodal component to represent their subject. Their peer review will allow them to practice their analysis skills. After peer review, they will have a chance to revise. Creating a multimodal assignment as a group will show students another way to represent writing. Each aspect of this project plays a different role in helping students develop their writing process and see what is the most helpful or effective for them.