Welcome to my Final Portfolio for Au 23, Engl 282
REFLECTION
Embarking on the journey of Honors ENGL 282: Multi-modal English Composition marked not only a pivotal academic experience but also a profound exploration of life skills that have left a memorable impact on my freshman year's Autumn quarter. Throughout this transformative course, I honed the art of composing in diverse genres and contexts, from crafting conversational yet informative podcasts to delving into more professional realms with pitch bibles and engaging in personal expression through assignments like the time capsule. Beyond the technical aspects, the course has been a crucible for personal growth, teaching me to navigate unfamiliar software with confidence and to embrace the process of 'figuring it out' at my own pace. Simultaneously, my proficiency in communicating through various modes and making conscious decisions based on the rhetorical situation and context of my work has evolved significantly. As I reflect on these acquired skills, I foresee their frequent application in future academic endeavors, from crafting intricate papers in college to contributing to my honors portfolio, as well as in professional settings where I may need to articulate ideas to clients or present research to colleagues. Honors ENGL 282 not only sharpened my writing and producing skills but also became the stage for building confidence in my voice as a writer and speaker, for which I am immensely grateful.
As I look back on my freshman year's Autumn quarter, the Honors ENGL 282: Multi-modal English Composition course stands out. Throughout this course, I engaged deeply with the intricacies of multimodal composition, exploring various modes and combining them strategically to convey information persuasively and meaningfully. In this reflection, I will delve into my development of multimodal composition skills, demonstrating a nuanced understanding of the course outcomes and how they have contributed to my growth as a multimodal communicator.
The journey unfolded with a focus on Outcome One, urging critical analysis of multimodal texts. In our class analysis of the Iron Giant, notes such as "33:42 to 35:20: amazed by the power of no dialogues from the Iron Giant yet great communication through subtle actions and mannerisms," quoting my observations, illustrated the impact of non-verbal communication in storytelling. This session provided tangible insights into the intricate connections between mode, meaning, and rhetorical context. Outcome One persisted in workshop sessions, where I actively analyzed classmates' projects, offering feedback and engaging in meaningful conversations. In my MP 1 podcast, I explored the role of colors in depicting emotions within "Taare Zameen Par," stating, "We also see the use of colors to communicate Ishaan’s emotions. Mostly blue tones are used in scenes reflecting his sadness, confusion, and isolation, while brighter colors - like yellow and green - depict the hope and growth he experiences," quoting my script. These instances underscore how Outcome One guided me in critically assessing multimodal elements across class activities.
The course demanded not only analysis but also the application of knowledge in the creation of texts that are multi-faceted. An example of a moment where I explored the rhetorical situations and grappled with the differences between hypotext and hypertext's rhetorical contexts was for MP 2. Crafting a pitch bible for a Disney recipe book, I delved into the intricate balance of tailoring my argument for a specific letter recipient. This endeavor was met with success, as my teacher noted in the feedback, "Really successful pitch bible overall! Your argument is clear and persuasive, as well as nicely tailored to your specific letter recipient." This process demanded an awareness of audience, context, and stakes, echoing the skills honed in Short Assignment 1, where I tailored my work for a more specific, personal target audience—my brother. Adapting my language, tone, and artifacts accordingly became a crucial aspect of the production process for all my assignments. Incorporating Outcome 2, which involves the breakdown and analysis of the rhetorical situation and context, became instinctive as I crafted podcasts, pitch bibles, time capsules, and even composer’s memos for different audiences while maintaining a keen eye on genre conventions.
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Outcome Three took me into the practical side of multimodal composition, going beyond theory and creative work to explore different tools. For instance, borrowing my friend's iPad for SA 1 initially frustrated me, as it was my first time using an Apple Pen to add detailed writing to pictures. Despite the challenge, I eventually got the hang of it. This experience not only broadened my understanding of multimodal content creation but also encouraged me to embrace the exploration of new tools for future projects. Then, the exploration of Audacity for MP 1 truly showcased the transformative potential of integrating sources and tools. As my professor noted, "Nice work using Audacity! The difference between your rough draft recorded intro and this final version is HUGE—much nicer audio quality, better and more engaging musical choices/aural elements." This feedback felt like a real pat on the back. Through dedicated effort and exploration during workshop drafts, mid-week office hours, and final submission, I was able to significantly improve my MP 1 podcast draft. Learning to overlay music and manipulate audio levels in Audacity not only enhanced the overall audio quality but also contributed to more engaging musical choices. Navigating Canva for MP 2 further enriched my toolkit, fostering comfort with both digital and non-digital tools. These experiences collectively advanced my proficiency, emphasizing the importance of integrating diverse sources and tools for impactful multimodal content creation.
Outcome Four, emphasizing reflection and revision, played a pivotal role in shaping my work throughout the quarter. Collaborative revision sessions were particularly impactful, such as when our group reworked a peer's pitch bible on Camp Half-Blood, inspired by Percy Jackson and the Olympians. Engaging in discussions, we identified areas for improvement, debated changes, and implemented modifications collectively, enhancing the project. Similarly, workshop sessions for both MP 1 and MP 2 projects provided valuable feedback from peers, allowing me the freedom to make choices based on my vision and voice as a writer, while benefiting from critical and constructive insights. I believe that this blend of individual agency and collaborative input improved the quality of my compositions significantly.
Outcome One underscores the importance of critical engagement with multimodal texts. Understanding the advantages and limitations of different modes is foundational for effective communication in a multimodal world. This outcome matters as it equips me with the skills to analyze, assess, and make informed choices in my compositions, ensuring they resonate with the intended audience. I believe that this will be helpful as I navigate through other courses during the next 4 years of college and in my professional life.
Outcome Two emphasizes the purpose behind multimodal composition. Producing work with awareness of audience, context, and stakes ensures that my creations have a meaningful impact. This outcome matters because it trains me to be a purposeful and persuasive communicator, considering the rhetorical situation in every composition to achieve specific goals.
Outcome Three highlights the integration of sources and tools. The ability to ethically use researched sources and navigate various tools is vital for creating well-researched and engaging multimodal content. This outcome matters as it broadens my skill set, making me adaptable in our ever-evolving and increasingly digital world.
Outcome Four fosters a culture of reflection and revision, prompting me to acknowledge both the strengths and weaknesses inherent in my work. By conscientiously assessing and incorporating feedback that resonates with me, this outcome becomes a catalyst for my growth as a multimodal composer. It holds particular significance as it actively nurtures a growth mindset within me. The course's emphasis on not only accepting feedback but also retaining the freedom to choose whether to implement or discard it has emerged as a cornerstone of my learning journey.
Navigating conflicting feedback has been an integral part of this journey. While a peer suggested, "It is an informative tone, and the speaker knows what they are talking about, but I think changing up the rhythm of your voice so that it sounds more energetic/engaging," my teacher remarked, "You nail the tone. You do an excellent job of making this feel conversational." These differing perspectives have shown me the subjectivity in creative work, presenting me with a valuable choice. Embracing the freedom emphasized in Outcome Four, I recognized the power lies in my hands to evaluate and agree with the feedback that resonates best with my writing style, an understanding that is evident in my revision plan for MP 1, detailed on the next page. It showcases my intentional choices, informed by a thoughtful consideration of the feedback received, and my commitment to preserving my voice in the process of multimodal composition.
Honors ENGL 282 has been a transformative journey, providing me with the skills and insights necessary for effective multimodal composition. From critical analysis to purposeful production, integration of sources and tools, and reflective revision, each outcome played a crucial role in shaping my understanding of multimodality. As I continue my academic journey, I carry with me an increased awareness of the complexities and possibilities of multimodal communication, thanks to the invaluable experiences and lessons I have gained in this course.