The Studio with Justin R. Cary || Come on in.

Let's discuss the idea of Multi-Modality in writing and share some examples of what Multi-Modal texts look like!

This week, we learn about a major course concept: Inquiry.

Music Credits:

In week 1, we spend some time learning about aspirations, inquiry and what writing really is.

Audio Clips:

Studio Resources

“The shadow is a moral problem that challenges the whole ego-personality, for no one can become conscious of the shadow without considerable moral effort. To become conscious of it involves recognizing the dark aspects of the personality as present and real. This act is the essential condition for any kind of self-knowledge.”

Writing is like water.  It be as placid and calm as still, pre-dawn lake or as raging as a roiling ocean.  It can be hard enough to stand on and gentle enough to bring life to a new sapling.  It can give life.  It is needed.  It is malleable and flexible and all around us and a source of great power and great mystery.  Indeed; if writing is all of these things, then why do writers, academics, teachers, researchers and so many others continue to force writing to be only one thing?  To me, this seems like looking at water and saying it can only exist in a plastic bottle; shaped and shipped and packaged and produced to serve one singular goal.  Water is not that.  And neither is writing.

Language is complicated.  The way humans communicate using that language is even more complicated.  And it is in this complexity that the beauty and the infinite depth of human communication is revealed.  It is also in this complexity that systems arise and are built which cater to certain ways of speaking and harm others.  Turning to the field of writing studies, a very White academic voice is valued above most others.  Think about the last time you were given a bad grade on a piece of writing because it had grammatical errors, or it didn’t ‘sound’ academic enough?  What does this mean?  What is ‘academic writing’ and how did this standard become the norm?  As writers, what might we do to challenge these systems that privilege certain kinds of writing over others?

Beauty is in the eye of the beholder. 

Critical reflection is a writer’s ability to articulate what s/he is thinking and why. For example, to explain the choices made in a composition, to contextualize a composition, to address revisions made in response to reader feedback, etc.

By the end of FYW, students should be able to:

• Demonstrate reflecting on their writing in various rhetorical situations;
• Use writing as a means for reflection;
• Demonstrate their rhetorical awareness, their writing process, and their knowledge of conventions with regard to their own writing;
• Illustrate that reflection is a necessary part of learning, thinking and communicating.

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