The chapters for today talked for no end about making sure students know how to save and organize their files, teaching them the differences between different file types, copyright, citing sources, learning to use equipment and other time consuming and often obvious issues. If so much class time needs to be taken to teach students what many of them already know, and to give them time to get used to the programs, can doing such multimodal projects really work realistically as an assignment in a composition class without taking up half the term? Wouldn’t the class have to have only multimodal projects as the focus?
Borton and Huot see assessing multimodal projects in terms of their rhetorical effectiveness as important. While this might work well for traditional essays, isn’t this a lot more difficult to really do with multimodal compositions? If such a composition might never be really complete (p. 110), then won’t those who have had more experience with the technology often end up having the more rhetorically effective project because those who were not tech experts spent half their time trying to figure out how to use the programs and so really needed twice as much time?
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