Framing Media Studies: Teaching Cinematic Style, Part I

By Phoebe Bronstein and Clint Stivers As teachers of multimodal/WOVEN artifacts, we naturally understand how to teach students how to arrange images for effective designs in posters, presentations, infographics, and other visual mediums. Despite having experience in visual rhetoric, some teachers express difficulty in how to approach teaching film. In… Continue reading

The V in WOVEN: Student Posters and the Rhetoric of Waste

 In this post, I’d like to write about student posters and start/continue a conversation about the importance of the V in WOVEN. The Rhetoric of Waste and Sustainability: Teaching writing at Georgia Tech, an institution that prides itself with training problem-solvers, I invite my students to use multimodal communication as… Continue reading

“We Can’t Stop Here! This is Tech Country!” Going Gonzo in English 1101

I’ve been thinking lately about one of the many useful comments my adviser made about the failed novel I submitted in the last semesters of my MFA program. She told me I’d shown bad manners. Instead of organizing the book into chapters, I used stick figure drawings to mark breaks… Continue reading

Telling Stories, Building Community: “This I Believe” in the First-Year Writing and Communication Classroom

In the spring of 2011, Georgia Tech started a “This I Believe” project in partnership with the Writing and Communication Program. The campus reading series and student contest are unofficial off-shoots of a popular radio series, originally hosted by Edward R. Murrow in the 1950s, and then resuscitated on NPR… Continue reading

The “This I Believe” Essay and Orality in the Classroom

I use the personal “This I Believe” essay as a means to develop and appreciate oral language skills in the classroom. My students script their essays keeping in mind that they will be submitting their essays in an audio-visual format. I have found that this project has a profound impact… Continue reading

Making [Multimodal] History: 21st Century Timelines and 20th Century Connections

One of my challenges in teaching students is that they often don’t get a lot of my references. I’m sure many teachers have had this problem: jokes that you think are hilarious fall flat, or mentions of pop-cultural figures that you assume are common knowledge end up getting blank looks…. Continue reading

Teaching Composition with Interactive Fiction, Part Two

In an earlier post, I explained why I think interactive fiction (IF) computer games can drive valuable experiments in the multimodal composition classroom.  You can check out Part One for an overview of what IF is and what I think it can do for students.  In the present post, I’ll… Continue reading

Teaching Composition with Interactive Fiction

Regular readers of TECHStyle may remember my mentioning, back in September, my plans to use interactive fiction (“IF”) computer games in my multimodal composition classes.  After two semesters of teaching students to read, play, and write IF games, I can say that the experiment was mostly a success.  While we… Continue reading

Go Make Yourself Un-useful

In a previous post, I reflected on the successes and failures of a project I assigned in my Spring 2012 course on copia, and assigned again with some minor changes this semester. Students spend the first month of the semester gathering an eclectic mix of material, organizing it into categories,… Continue reading

Infinite 1102: A Collective Romp Through Infinite Jest, Part I

  1079 pages. 388 footnotes.  2 lbs 10 oz (and that’s the paperback). David Foster Wallace’s Infinite Jest is nothing if not formidable. It languishes on many a “to-read” shelf alongside Joyce’s Ulysses and Pynchon’s Gravity’s Rainbow. Despite its intimidation factor, Infinite Jest can be a pretty accessible read, and it is absolutely… Continue reading