Author: Lilian Mina

This semester I’m teaching one section of first-year composition for multilingual students. The first-year composition curriculum at Miami University includes five inquiry projects, the fourth of which is a multimodal project in which students remediate their public argument inquiry essay (the third inquiry) into a text in a different media. As I was planning for this class, I was concerned about introducing the multimodal project to my students. I wondered if my multilingual students would readily accept multimodality as an equally important form of writing, and if they would value multimodal projects as much as print essays. From my previous…