This class really opened my eyes to the ways in which identity translates through different genres. . . . Our discussions got me thinking about some very nuanced topics and how they relate to my identity as a writerAnonymous student [from semester-end reflection] In my Writing and Editing in Print and Online (WEPO) class, an upper-level course within the Editing, Writing, and Media (EWM) major at Florida State University, reflections like this have become increasingly familiar, as the course considers identity and genre throughout the semester. Students bring widely varying linguistic contexts and cultural backgrounds to the classroom, and in…
Recent Posts
- Starting with Voice: How Language Awareness Shapes Multimodal Composing
- From Studio Remixing to Classroom Remixing: How Research Posters Can Teach Semiotic Border-Crossing for Social Justice
- Multimodal, Multilingual Praxis in the First Year Composition Classroom: Reflections on Promoting Social and Linguistic Justice Via Rhetorical Translation
- Against Linguistic Flattening: Translingual Multimodality in the Age of AI
- When the Teacher Stops Talking: A Human-Centered Experiment with Classroom Silence
- Multimodality as Praxis: Coconstructing the Asynchronous Learning Space
- Intro to Blog Carnival 24: Multimodality, Social Justice, and Human-Centered Praxis
- The Rhetorical Power of Data Centers: Case Studies from the Global North and Global South