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== '''Literacy Narrative''' ==
This project begins with a short '''personal narrative''', which students will later '''adapt into a different medium''', such as a podcast, video, or comic, to explore how genre, audience, and medium influence rhetorical choices.
This project begins with students composing a brief narrative, which may draw on a personal experience, a meaningful memory, or an anecdote they might share with friends or family. While the narrative serves as the foundation of a broader, multimodal project exploring the effects of genre, audience, and medium on rhetorical choices, instructors should encourage students to select a story they feel comfortable sharing and analyzing in both written and adapted forms. In the next phase, students will reimagine their narrative in a different medium or genre (i.e. a podcast, video, or comic) requiring them to consider how rhetorical strategies shift across modes of communication.


Literacy Narrative emphasizes rhetorical awareness, reflection, and multimodal composition. For more, see:
Students should select a medium and genre that best fit their story and be able to justify their rhetorical choices. They may draw on their familiarity with digital platforms to strengthen their multimodal work. Afterward, they will write a reflection analyzing their revisions, strategies, and audience awareness. In the [[First-Year Composition]] curriculum at '''Northern Illinois University (NIU)''', reflection makes up 50% of each major project grade.
*[[SLO 1|Writing Goals and Processes]]
*[[SLO 3|Genre and Style Awareness]]


<div class="mw-collapsible mw-collapsed" style="width:100%">
=== '''Literacy Narrative Learning Objectives''' ===
'''See details'''
* Recognize and analyze audience expectations in personal storytelling
<div class="mw-collapsible-content">
* Practice reflective metacognition regarding literacy development
Students are expected to select a medium and genre that align effectively with the story they wish to convey. Instructors should be prepared to engage in conversations about these choices, guiding students to make rhetorically sound decisions. Students are encouraged to draw upon their existing knowledge of digital platforms and social media tools, leveraging their familiarity to enhance the effectiveness of their multimodal composition. While instructors are not required to have expertise in the selected medium or genre, students must be able to clearly articulate the rationale behind their choices. Upon completing the adaptation, students will compose a reflective essay analyzing the revisions they made during the translation process, the rhetorical strategies employed to enhance audience engagement, and how these decisions were tailored to suit the intended audience. In the [[First-Year Composition]] curriculum of '''Northern Illinois University (NIU)''', the reflection component constitutes 50% of the final grade for each major writing project.
* Integrate linguistic and cultural perspectives into narrative construction
</div>
 
</div>
 
=== '''Requirements''' ===
This project is connected to the [[ Student Learning Outcomes (SLOs)]] through:
*Completion Draft
 
<div class="mw-collapsible mw-collapsed" style="width:100%">
*[[Literacy Narrative - Writing Process Reflection|Writing Process Reflection]]
:This draft shows students’ initial understanding of the core assignment requirements and may be revised and refined following instructor feedback to improve clarity, depth, and rhetorical effectiveness.
*[[Literacy Narrative - Transfer and Contextual Connections|Transfer and Contextual Connections]]
</div>
*[[Literacy Narrative - Genre and Style Awareness|Genre and Style Awareness]]
</div>
 
*Remediated Narrative  
'''Genres & Formats'''
<div class="mw-collapsible mw-collapsed" style="width:100%">
*Written narrative
:Drafts of the revised narrative are not required to rely solely on written language. Students are encouraged to incorporate a range of multimodal elements—such as images, audio, video, symbols, or other forms of media—to convey their story. Each project must include at least one mode beyond alphabetic text, demonstrating thoughtful integration of alternative forms of communication to enhance rhetorical impact.
*Multimedia version
</div>
</div>
*Reflection Piece
<div class="mw-collapsible mw-collapsed" style="width:100%">
:The reflection essay should be a minimum of 800 words and may be composed in a multimodal format, incorporating elements such as video, images, symbols, or audio to support or extend the written reflection. In the '''Literacy Narrative''' reflection, students are expected to examine the rhetorical decisions they made during the remediation of their narrative—specifically, how they adapted the content, structure, and mode to better engage their intended audience. As this is the first of four major reflective assignments in the course, instructors are encouraged to provide guiding questions to help students critically focus their reflections on the changes enacted during the adaptation process and the reasoning behind those choices, particularly in relation to audience awareness and rhetorical effectiveness.
</div>
</div>


=== '''Rubric''' ===
= '''Rubric''' =
*Literacy Narrative
*'''Literacy Narrative'''
<div class="mw-collapsible mw-collapsed" style="width:100%">
<div class="mw-collapsible-content">
{| class="wikitable"
{| class="wikitable"
|-
! Grading Criteria !! Exceptional !! Met !! Not Met
! Grading Criteria !! Exceptional !! Met !! Not Met
|-
|-
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| style="text-align:center;"|'''Meeting Requirements''' || style="text-align:center;"| You have met or exceeded all the requirements for the narrative. || style="text-align:center;"| You have met all the requirements for the narrative. || style="text-align:center;"| One or more of the requirements for the narrative has not been met.
| style="text-align:center;"|'''Meeting Requirements''' || style="text-align:center;"| You have met or exceeded all the requirements for the narrative. || style="text-align:center;"| You have met all the requirements for the narrative. || style="text-align:center;"| One or more of the requirements for the narrative has not been met.
|}
|}
:For a copy of the Literacy Narrative rubric, [[Media:Literacy Narrative Rubric.png|click here to download]].
: A copy of the Literacy Narrative rubric:[[File:Literacy Narrative Grading Criteria.pdf|thumb]]
</div>
 
</div>
 
*Reflection Piece
*'''Reflection Piece'''
<div class="mw-collapsible mw-collapsed" style="width:100%">
<div class="mw-collapsible-content">
{| class="wikitable"
{| class="wikitable"
|-
! '''Grading Criteria''' !! '''Exceptional''' !! '''Met''' !! '''Not Met'''
! '''Grading Criteria''' !! '''Exceptional''' !! '''Met''' !! '''Not Met'''
|-
|-
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|style="text-align:center;"|'''Meeting Requirements'''|| style="text-align:center;"| You have met or exceeded all the requirements for the reflection. || style="text-align:center;"| You have met all the requirements for the reflection. || style="text-align:center;"| One or more of the requirements for the reflection has not been met.
|style="text-align:center;"|'''Meeting Requirements'''|| style="text-align:center;"| You have met or exceeded all the requirements for the reflection. || style="text-align:center;"| You have met all the requirements for the reflection. || style="text-align:center;"| One or more of the requirements for the reflection has not been met.
|}
|}
For a copy of the Literacy Narrative Reflection rubric, [[Media:Reflection Literacy Narrative Rubric.png|click here to download]]
A copy of the Literacy Narrative Reflection rubric:[[File:Reflection Grading Criteria.pdf|thumb]]
 
='''Assignment Focus'''=
This section outlines various tasks an instructor may assign, each designed to build specific skills and insights that contribute to the development of the overall Literacy
Narrative project.
*'''Narrative Draft''': Students may describe a “newcomer” experience—moving to a new city, joining a new team, learning an unfamiliar cultural or digital practice, etc.
 
*'''Audience/Medium Selection''': Students choose a target audience (e.g., future students, peers, family, professionals) and a medium (podcast, comic, video, etc.).
 
*'''Multimodal Remediation''': Students recreate the narrative in a new form, making rhetorical decisions based on mode, purpose, and audience.
 
*'''Reflection Piece''': Students reflect on the changes made and how those changes shape meaning.
 
=='''Weekly Structure'''==
<div class="mw-collapsible mw-collapsed" style="width:100%">
=== Week 1: Rhetoric & Composition ===
Overview: Introduction to the Course/Syllabus; Course Expectations; Myths about Writing; Introducing E-portfolio
<div class="mw-collapsible-content">
 
*'''Key Source on Writing Myths'''
 
{| class="wikitable"
|-
! Name !! Description
|-
| Watch: [[Ten Myths About Writing]] || This video introduces common misconceptions about writing and helps students reframe their expectations for the course.
|-
|}
 
*'''Alternative Sources on Writing Myths'''
 
{| class="wikitable"
|-
! Name !! Description
|-
| Watch: [[Debunking Writing Myths]] || An alternative video that explores similar writing misconceptions in a student-friendly language.
|-
| Read: [[Myths about Writing]] || This article examines prevalent misconceptions about writing and offers clarification regarding the expectations and conventions of academic writing contexts.
|-
| Read: [[Common Myths About "Good" Writing]] || This reading reframes writing as a learned skill, one that is rooted in genre literacy, structure, clarity, and adapting to audience expectations.
|-
| Read: [[Myths About Writing: Common Misconceptions Debunked]]|| This article identifies five of the most pervasive myths and provides a rationale for their reconsideration.
|}
 
*'''Key Sources on Reflection'''
{| class="wikitable"
|-
! Name !! Description
|-
| Watch: [[Why Do We Do  Reflections?]] || This video introduces the purpose and value of reflection in writing.
|-
| Read: [[The Digital World: Building on What You Already Know to Respond Critically]] || This reading icludes key concepts such as critical response, rhetorical thinking, and an annotated student sample.
|}
* '''Alternative Sources on Reflection & Critical Thinking'''
{| class="wikitable"
|-
! Name!! Description
|-
| Watch: [[Five Tips to Improve Your Critical Thinking]] || This video walks viewers through strategies to sharpen critical thinking skills and reach better outcomes through reflective reasoning.
|-
| Watch: [[What is Critical Thinking?]] || A short video that introduces critical thinking as the practice of analyzing arguments and questioning assumptions.
|-
| Watch: [[Study Skills – How to think critically]] || This video explores what critical thinking is, why it matters, and how students can apply it to analyze and evaluate information effectively.
|-
| Read: [[Introduction: Critical Thinking, Reading, & Writing]]  || This article provides ways of critical reading and writing strategies that help cultivate critical thinking, which in turn deepens engagement with texts and ideas.
|-
| Read: [[Reflecting and Improving]] || A concise guide that highlights the importance of teaching reflection as a tool for developing students’ metacognitive awareness and improving their writing process.
|}
* '''Alternative Materials on Prewriting'''
{| class="wikitable"
|-
! Name !! Description
|-
| Read: [[12 Popular Prewriting Strategies To Improve Your Writing]]|| An accessible guide that introduces prewriting as a foundational strategy to help students organize ideas, clarify purpose, and improve writing outcomes.
|}
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
 
===Week 2: Composing & Invention ===
Overview: Introducing the First Writing Project; Introduce Remediation and the Process; Analyze a Model Narrative; Introducing Genre.
<div class="mw-collapsible-content">
 
*'''Key Source on Genre'''
{| class="wikitable"
|-
! Name !! Description
|-
| Read: [[On Genre]] || This article emphasizes that genres are socially shaped responses to recurring situations. It provides them with the vocabulary to discuss genre purposefully in their reflections.
|}
 
*'''Alternative Sources on Genre and Rhetorical Situation'''
If you want to teach rhetorical strategies separately in your class, here are some materials that you can use.
{| class="wikitable"
|-
! Name !! Description
|-
| Watch: [[The Rhetorical Situation]]|| This short video explains how writing is shaped by purpose, writer's identity, audience, and context, emphasizing the rhetorical situation as a triangle enclosed by broader circumstances.
|-
| Read:[[Rhetorical Situation: Definition, Examples & FAQs]] || A student-friendly guide that defines the rhetorical situation and provides clear examples to help learners understand how audience, purpose, and context influence writing.
|-
| Read: [[Glance at Genre: The Literacy Narrative]] || A clear, instructor-friendly overview of literacy narratives as a genre, offering guidance for teaching students to connect personal experience with writing development.
|-
| Watch:[[What Are Genres?]]||This short video defines and explains genres and how we can recognize them.
|}
 
*'''Key Source on Remediation'''
{| class="wikitable"
|-
! Name !! Description
|-
| Read:[[Remediation]] || This reading outlines both challenges and opportunities of multimodal composition. It helps students understand that they make new rhetorical choices based on medium, audience, and purpose.
|-
| Watch:[[Adaptation]] || This audio explains the concept of adaptation by discussing how ideas, texts, or media are transformed for different audiences, purposes, and contexts.
|}
 
*'''Alternative Sources on Remediation'''
{| class="wikitable"
|-
! Name !! Description
|-
| Watch:[[College Composition Remediation Video ]]|| This video introduces remediation as the process of adapting content from one medium to another—such as books to films or essays to blogs—while preserving the original message and engaging new audiences through strategic rhetorical choices.
|-
| Watch: [[More than Words: Introduction to Multimodal Communication]] || This video introduces multimodal communication, showing how meaning is conveyed not just through words, but also through visual, auditory, spatial, and cultural modes that work together to enhance understanding.
|-
| Read: [[Multimodal Communication: Writing in a Technological Society]]  || This material highlights multimodal communication as a blending of words with visual, auditory, and interactive elements and is powerful in our digital age.
|-
| Read: [[What are Multimodal Texts?]] || This instructor-friendly chapter introduces multimodal texts as compositions that combine written, visual, spatial, and aural elements—offering students a broader understanding of how meaning is created beyond alphabetic writing.
|-
| Read: [[The Five Modes Explained]] || A clear breakdown of the five modes of communication—linguistic, visual, aural, spatial, and gestural—offering a helpful foundation for teaching students how to compose effective multimodal texts.
|}
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
 
===Week 3: Reflection ===
Overview: Remediation, Proposal, Writing Project Draft, Reflection Practices.
<div class="mw-collapsible-content">
 
*'''Key Resource on Reflection'''
{| class="wikitable"
|-
! Name!! Description
|-
| Watch: [[Writing Transfer & Reflection]] || This short video introduces students to the connection between reflection and transfer.
|}
 
*'''Alternative Sources on Reflection'''
{| class="wikitable"
|-
! Name !! Description
|-
| Read: [[Reflection and Improving]] || A concise guide that highlights the importance of teaching reflection as a tool for developing students’ metacognitive awareness and improving their writing process.
|-
| Watch: [[The importance of Reflection]] || This video introduces students to critical reflection as a process of evaluating past experiences, identifying challenges and successes, and taking meaningful action to improve future thinking and behavior.
|-
| Watch: [[What is Self-Reflection & Why Does it Matter?]] || This video introduces self-reflection as a vital learning tool that helps students examine their experiences, make meaningful connections, and grow through frameworks like “What? So What? Now What?” for lasting academic and personal development.
|-
| Watch: [[Reflection for WP1]] || A concise video about how to write a reflection for this literacy narrative project.
|-
| Watch [[Critical Reflection]] || A short video and a good guide for students to learn about critical refection, its importance and how to do it]]
|}
</div>
</div>
<div class="mw-collapsible mw-collapsed" style="width:100%">
 
===Week 4: Peer Revision ===
Overview: Introducing Reflection Rubrics; Practice on effective Peer Revision; Practice Peer Revision on Students’ Projects
<div class="mw-collapsible-content">
 
*'''Key Resource on Peer Revision'''
{| class="wikitable"
|-
! Name!! Description
|-
| Read: [[In-Class Peer Review]] || This reading introduces in-class peer review by addressing common student concerns and explaining how collaborative feedback supports revision and writing development.
|-
| Watch: [[Good Practices for Peer Revision]] || This short video guides students through effective peer revision by emphasizing feedback that focuses on meaning, not mechanics, using clear “what,” “why,” and “how” comments to support deeper revision.
|}
 
*'''Alternative Material on Peer Revision'''
 
Some videos and texts might be useful for your class depending on your needs.
{| class="wikitable"
|-
! Name !! Description
|-
| Read: [[Guidelines for Students - Peer Review]]  || A concise collection of peer review tips for instructors, focusing on how to structure peer feedback activities to improve student writing and critical thinking.
|-
| Read: [[Giving Feedback for Peer Review]] || This text is a practical guide to help students understand how students provide constructive feedback to their friends.
|}
</div>
</div>
 
<div style="clear:both;"></div>
 
===Week 5: Student Conferences ===
Overview: Completing the final draft, attending conferences to discuss revisions, rhetorical choices, and reflection development before final submission.
 
=='''Students' Project Samples & Reflection Essays'''==
 
*'''Project Samples'''
<div class="mw-collapsible mw-collapsed" style="overflow:auto;">
 
 
[[File:First Literacy Narrative sample.pdf|thumb]]
 
</div>
</div>
*'''Reflection Essay Samples'''
<div class="mw-collapsible mw-collapsed" style="overflow:auto;">
 
 
*[[File:Literacy Narrative Reflection 1.pdf|thumb]]
 
*[[File:Literacy Narrative Reflection 2.pdf|thumb]]
 
</div>
</div>
</div>
</div>

Latest revision as of 23:33, 21 July 2026

This project begins with a short personal narrative, which students will later adapt into a different medium, such as a podcast, video, or comic, to explore how genre, audience, and medium influence rhetorical choices.

Students should select a medium and genre that best fit their story and be able to justify their rhetorical choices. They may draw on their familiarity with digital platforms to strengthen their multimodal work. Afterward, they will write a reflection analyzing their revisions, strategies, and audience awareness. In the First-Year Composition curriculum at Northern Illinois University (NIU), reflection makes up 50% of each major project grade.

Literacy Narrative Learning Objectives

  • Recognize and analyze audience expectations in personal storytelling
  • Practice reflective metacognition regarding literacy development
  • Integrate linguistic and cultural perspectives into narrative construction


This project is connected to the Student Learning Outcomes (SLOs) through:

Genres & Formats

  • Written narrative
  • Multimedia version

Rubric

  • Literacy Narrative
Grading Criteria Exceptional Met Not Met
Adaptation of Narrative You have adapted your narrative to a new genre and have included new things or removed pieces of narrative to fit that genre. You have adapted your narrative to a new genre. The narrative is not adapted, or the adaptation includes only text.
Meeting Genre Goals Your narrative fits well within the conventions of the genre as laid out in your reflection. The genre is recognizable. Your narrative resembles the conventions of the genre as laid out in your reflection. The narrative does not resemble the conventions of the genre as laid out in the reflection.
Use of Media More than one non-written text mode is used in your narrative. Modes enhance the narrative. At least one non-written text mode is used in your narrative. It helps to explain the narrative. The narrative is written text alone or modes are included in ways that do not support the narrative.
Adapting to Your Audience Your narrative is suitable and appealing for your chosen audience. Content has been adapted specifically to appeal to that audience. Your narrative is suitable for your chosen audience. The narrative does not suit the audience explained in the reflection.
Responding to Feedback You have revised your narrative substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback. You have revised your narrative based on both your peers’ and your instructor’s feedback. No revisions to the narrative have been made or only minor changes have been made that do not adequately respond to feedback.
Meeting Requirements You have met or exceeded all the requirements for the narrative. You have met all the requirements for the narrative. One or more of the requirements for the narrative has not been met.
A copy of the Literacy Narrative rubric:File:Literacy Narrative Grading Criteria.pdf


  • Reflection Piece
Grading Criteria Exceptional Met Not Met
Reflecting on Your Genre Choices You have clearly identified choices in your reflection that you made in your narrative that fit the genre you have chosen. You have mentioned choices in your reflection related to genre conventions. Genre conventions are not mentioned in the reflection.
Reflecting on Your Design Choices You have clearly identified choices in your reflection that you made in your narrative that explain why you designed your project as you did. You have mentioned choices in your reflection related to design choices. Design conventions are not mentioned in the reflection.
Reflecting on Appealing to Your Audience You have identified specific things in your reflection that you have done in your narrative to appeal to your audience or help them understand better. You have mentioned things in your reflection that you have done in your remediation project to help your audience. Audience appeal or adaptation is not mentioned in the reflection.
Reflecting on Your Rhetorical Purpose You clearly explain your goal in making the narrative and explain how you met that goal. You explain your goal in making your narrative. The goal of the narrative is not mentioned in the reflection.
Responding to Feedback You have revised your reflection substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback. You have revised your reflection based on both your peers’ and your instructor’s feedback. No revisions to the reflection have been made or only minor changes have been made that do not adequately respond to feedback.
Meeting Requirements You have met or exceeded all the requirements for the reflection. You have met all the requirements for the reflection. One or more of the requirements for the reflection has not been met.

A copy of the Literacy Narrative Reflection rubric:File:Reflection Grading Criteria.pdf

Assignment Focus

This section outlines various tasks an instructor may assign, each designed to build specific skills and insights that contribute to the development of the overall Literacy Narrative project.

  • Narrative Draft: Students may describe a “newcomer” experience—moving to a new city, joining a new team, learning an unfamiliar cultural or digital practice, etc.
  • Audience/Medium Selection: Students choose a target audience (e.g., future students, peers, family, professionals) and a medium (podcast, comic, video, etc.).
  • Multimodal Remediation: Students recreate the narrative in a new form, making rhetorical decisions based on mode, purpose, and audience.
  • Reflection Piece: Students reflect on the changes made and how those changes shape meaning.

Weekly Structure

Week 1: Rhetoric & Composition

Overview: Introduction to the Course/Syllabus; Course Expectations; Myths about Writing; Introducing E-portfolio

  • Key Source on Writing Myths
Name Description
Watch: Ten Myths About Writing This video introduces common misconceptions about writing and helps students reframe their expectations for the course.
  • Alternative Sources on Writing Myths
Name Description
Watch: Debunking Writing Myths An alternative video that explores similar writing misconceptions in a student-friendly language.
Read: Myths about Writing This article examines prevalent misconceptions about writing and offers clarification regarding the expectations and conventions of academic writing contexts.
Read: Common Myths About "Good" Writing This reading reframes writing as a learned skill, one that is rooted in genre literacy, structure, clarity, and adapting to audience expectations.
Read: Myths About Writing: Common Misconceptions Debunked This article identifies five of the most pervasive myths and provides a rationale for their reconsideration.
  • Key Sources on Reflection
Name Description
Watch: Why Do We Do Reflections? This video introduces the purpose and value of reflection in writing.
Read: The Digital World: Building on What You Already Know to Respond Critically This reading icludes key concepts such as critical response, rhetorical thinking, and an annotated student sample.
  • Alternative Sources on Reflection & Critical Thinking
Name Description
Watch: Five Tips to Improve Your Critical Thinking This video walks viewers through strategies to sharpen critical thinking skills and reach better outcomes through reflective reasoning.
Watch: What is Critical Thinking? A short video that introduces critical thinking as the practice of analyzing arguments and questioning assumptions.
Watch: Study Skills – How to think critically This video explores what critical thinking is, why it matters, and how students can apply it to analyze and evaluate information effectively.
Read: Introduction: Critical Thinking, Reading, & Writing This article provides ways of critical reading and writing strategies that help cultivate critical thinking, which in turn deepens engagement with texts and ideas.
Read: Reflecting and Improving A concise guide that highlights the importance of teaching reflection as a tool for developing students’ metacognitive awareness and improving their writing process.
  • Alternative Materials on Prewriting
Name Description
Read: 12 Popular Prewriting Strategies To Improve Your Writing An accessible guide that introduces prewriting as a foundational strategy to help students organize ideas, clarify purpose, and improve writing outcomes.

Week 2: Composing & Invention

Overview: Introducing the First Writing Project; Introduce Remediation and the Process; Analyze a Model Narrative; Introducing Genre.

  • Key Source on Genre
Name Description
Read: On Genre This article emphasizes that genres are socially shaped responses to recurring situations. It provides them with the vocabulary to discuss genre purposefully in their reflections.
  • Alternative Sources on Genre and Rhetorical Situation

If you want to teach rhetorical strategies separately in your class, here are some materials that you can use.

Name Description
Watch: The Rhetorical Situation This short video explains how writing is shaped by purpose, writer's identity, audience, and context, emphasizing the rhetorical situation as a triangle enclosed by broader circumstances.
Read:Rhetorical Situation: Definition, Examples & FAQs A student-friendly guide that defines the rhetorical situation and provides clear examples to help learners understand how audience, purpose, and context influence writing.
Read: Glance at Genre: The Literacy Narrative A clear, instructor-friendly overview of literacy narratives as a genre, offering guidance for teaching students to connect personal experience with writing development.
Watch:What Are Genres? This short video defines and explains genres and how we can recognize them.
  • Key Source on Remediation
Name Description
Read:Remediation This reading outlines both challenges and opportunities of multimodal composition. It helps students understand that they make new rhetorical choices based on medium, audience, and purpose.
Watch:Adaptation This audio explains the concept of adaptation by discussing how ideas, texts, or media are transformed for different audiences, purposes, and contexts.
  • Alternative Sources on Remediation
Name Description
Watch:College Composition Remediation Video This video introduces remediation as the process of adapting content from one medium to another—such as books to films or essays to blogs—while preserving the original message and engaging new audiences through strategic rhetorical choices.
Watch: More than Words: Introduction to Multimodal Communication This video introduces multimodal communication, showing how meaning is conveyed not just through words, but also through visual, auditory, spatial, and cultural modes that work together to enhance understanding.
Read: Multimodal Communication: Writing in a Technological Society This material highlights multimodal communication as a blending of words with visual, auditory, and interactive elements and is powerful in our digital age.
Read: What are Multimodal Texts? This instructor-friendly chapter introduces multimodal texts as compositions that combine written, visual, spatial, and aural elements—offering students a broader understanding of how meaning is created beyond alphabetic writing.
Read: The Five Modes Explained A clear breakdown of the five modes of communication—linguistic, visual, aural, spatial, and gestural—offering a helpful foundation for teaching students how to compose effective multimodal texts.

Week 3: Reflection

Overview: Remediation, Proposal, Writing Project Draft, Reflection Practices.

  • Key Resource on Reflection
Name Description
Watch: Writing Transfer & Reflection This short video introduces students to the connection between reflection and transfer.
  • Alternative Sources on Reflection
Name Description
Read: Reflection and Improving A concise guide that highlights the importance of teaching reflection as a tool for developing students’ metacognitive awareness and improving their writing process.
Watch: The importance of Reflection This video introduces students to critical reflection as a process of evaluating past experiences, identifying challenges and successes, and taking meaningful action to improve future thinking and behavior.
Watch: What is Self-Reflection & Why Does it Matter? This video introduces self-reflection as a vital learning tool that helps students examine their experiences, make meaningful connections, and grow through frameworks like “What? So What? Now What?” for lasting academic and personal development.
Watch: Reflection for WP1 A concise video about how to write a reflection for this literacy narrative project.
Watch Critical Reflection A short video and a good guide for students to learn about critical refection, its importance and how to do it]]

Week 4: Peer Revision

Overview: Introducing Reflection Rubrics; Practice on effective Peer Revision; Practice Peer Revision on Students’ Projects

  • Key Resource on Peer Revision
Name Description
Read: In-Class Peer Review This reading introduces in-class peer review by addressing common student concerns and explaining how collaborative feedback supports revision and writing development.
Watch: Good Practices for Peer Revision This short video guides students through effective peer revision by emphasizing feedback that focuses on meaning, not mechanics, using clear “what,” “why,” and “how” comments to support deeper revision.
  • Alternative Material on Peer Revision

Some videos and texts might be useful for your class depending on your needs.

Name Description
Read: Guidelines for Students - Peer Review A concise collection of peer review tips for instructors, focusing on how to structure peer feedback activities to improve student writing and critical thinking.
Read: Giving Feedback for Peer Review This text is a practical guide to help students understand how students provide constructive feedback to their friends.

Week 5: Student Conferences

Overview: Completing the final draft, attending conferences to discuss revisions, rhetorical choices, and reflection development before final submission.

Students' Project Samples & Reflection Essays

  • Project Samples


File:First Literacy Narrative sample.pdf

  • Reflection Essay Samples


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