Digital Literacies and Visual Rhetoric: Scaffolding a Meme-Based Assignment Sequence for Introductory Composition Classes

Authors

Andie Silva, CUNY York CollegeFollow

Document Type

Article

Publication Date

12-19-2016

Abstract

Introducing students to the practice of academic writing ideally goes beyond teaching strategies like drafting, outlining, and revising in order to encourage deeper skills such as critical thinking and metacognition. This post discusses an assignment series focusing on reflection, genre analysis, and multiliteracies leading up to the design of original memes.

Comments

This is the accepted manuscript of an article originally published in The Journal of Interactive Teaching and Pedagogy, available at https://jitp.commons.gc.cuny.edu.