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ENGLISH 1100 – COMPOSITION
I, UNIT 3
UNIT 3 Portfolio and Writing Project 3
Reimagining Your Writing: Remix and
Reflection
(*adapted from an
assignment by Professor Deborah Bertsch, CSCC)
Topic:    In
Unit 3, you are exploring ways to reimagine your writing done in Units 1 and 2
and how a topic or theme you addressed might be presented differently to an
audience. For this writing project, you will consider new rhetorical situations
and compose in multiple modes or media. 
This will help you learn to adapt your writing for new rhetorical
contexts, like those you might encounter later in college or in your career.    Writing Project 3 will have two parts: a multi-modal text
and a reflection essay.  
Key Definitions
·       Multi-modal: using a combination of
words, sounds, images, etc.
·      
Remix: a new text created out of an existing one; the act of
composing a remix
·      
Mode: a type of communication (e.g., written or spoken words,
sounds, images, gestures)
·      
Medium/Media: a way of delivering a communication (e.g.,
print, digital, oral) in various forms, including news, art, educational
content, and any form of information that can influence people
·      
Rhetoric: 
communication to modify the perspectives of others, showing an awareness
of the language choices one makes
·      
Rhetorical Situations: any situation where at least one person
uses some sort of communication to modify the perspective of at least one other
person; purpose, audience, and context are key aspects of approaching a
rhetorical situation. (Key elements to consider include audience, stance, genre,
media, and design.)
Part 1: 
Remix (Creating a New Multimodal or Multimedia
Text)
The first part of Writing Project 3 asks you to “remix” (reimagine,
alter, or extend) some of your earlier work this semester to create a new
multimodal or multimedia text for a new rhetorical situation. You’ll look back
on your first two projects and select one to
remix, perhaps focusing on a key idea, topic, or issue that you
think other people need to know about. 
Then you’ll adapt, modify, or transform your original text for a new
purpose, using multiple modes of expression and/or multiple media as you compose.  Other elements of your original rhetorical
situation – like your audience, genre, and stance – will likely change as well.
Examples of Remixing Writing Project 1: 
Maybe you wrote a series of vignettes about new experiences you have had
in response to the challenges of COVID-19. 
For Writing Project 3, you could create a 60-second video that gives
advice to people facing post-pandemic challenges and how to embrace the new experiences.  Instead of a video, you could create a slide
presentation or develop a podcast that shares your insights.  Another idea might be to create art or a
comic strip to share some insights from your experiences.
Examples of Remixing Writing Project 2: 
Maybe you wrote an analysis and evaluation of two bottled water
advertisements, sharing support from a couple class texts.  For Writing Project 3, you could create a
newspaper article, with images, that reports on deceptive marketing tactics, or
you could create a video of a public service announcement about consumer
dangers from bad-faith advertising.
Types of remixes you might create for this assignment
include:
·      
an
infographic
·      
a
short video
·      
a
print or digital poster
·      
a
newspaper article with images
·      
a
short podcast
·      
a
brochure
·      
a
web page
·      
a
comic strip
·      
a
mock-up of a billboard
·      
an
advertisement
·      
a
public service announcement
·      
a
presentation slide show
·      
something
else!
Audience:  The specific audience for your remix is up to
you, but it should be some group that cares (or should care) about your topic.
Genre, Stance, Media, and Design: 
The genre, stance, media, and design of the remix are up to you – but
they should be tailored to and influenced by your specific rhetorical
situation. 
Evidence and Documentation: 
The “evidence” used in your remix will depend on your purpose and
context. The remix should not require a lot of additional research, so extensive
new source information should not be used for this project.   If you
use outside sources, such as those from your previous WP2, you’ll need to
attribute those sources somewhere in your remix.  For example, if you make an infographic and
include a statistic, you could provide a source for the statistic in small
print at the bottom of the infographic. 
If you create a webpage, you could use a hyperlink to document a
source.  If you use source material in a
video, you could document the material in a “credits” page or screen at the end
of your video.  Remember, too, to give
credit for anything you didn’t create yourself, including images and sounds.
Part 2: 
Rhetorical
Reflection
The second part of the project asks you to write a 1200-word
essay in which you reflect on and evaluate the rhetorical and other choices you
made in creating your remix.  Your
reflection may address questions like:
Context for your remix
·      
How
and why did you decide on your general topic for your remix piece?  How does the topic connect to your earlier
work in our course?
·      
What
is the purpose of your remix?
·      
Who
is your audience for your remix?  How and
why did you decide on this audience?  Why
does your audience need to know about your topic?
Rhetorical and other choices you made
·      
How
did you decide on the mode and media for your remix?
·      
What
elements of your earlier text did you retain in your remix?  What elements did you change or adapt?  What did you create anew?
·      
In
what specific ways did you tailor your remix to your new rhetorical situation
(your audience, purpose, genre, stance, and medium/design)?
·      
How
and why did you make the rhetorical decisions you made in your remix?  Consider things like design elements (font,
images, etc.), sound and music (if applicable), the language you used, the
types of support you used, and any other choices you made.
·      
How
did you make use of – or adapt – the “typical” features of the genre you chose
to compose in?
Processes you engaged in
·      
What
tools did you use to create your remix, and why did you use them?  How well did they work?  How difficult were they to use?
·      
What
design, technological, logistical, or other challenges did you face in
composing your remix, and how did you address them?
·      
How
did the process of composing in multiple modes and media (for example,
composing with images or sounds) compare to the process of composing with words
alone?
Your evaluation and learning
·      
How
effective do you think your remix is?
·      
What
new things did you learn about your topic in the process of remixing your
earlier work?   What new things did you
learn about your topic in the process of remixing your earlier work?  What new things did you learn about
composing?  What ne things did you learn
about genres, media, and other elements of rhetorical situations?
Audience:
The audience for your rhetorical reflection should be your teacher and
classmates.
Genre, Stance, Media, Design, and Documentation:  For
your rhetorical reflection, the genre will be a traditional essay in MLA format
with any use of sources documented using MLA in-text citations and works cited
entries.  Your stance will be presented
as a thesis statement in the introduction of your essay.  The medium is print and will be presented as
a Word document in MLA format.
Thesis Statement:  Develop a thesis, or central idea, about your
rhetorical process in creating the remix assignment and present it in an
interesting introduction.  Develop
a specific point that is sufficiently focused so you can support it using the
reflections you make regarding the context for your remix, the rhetorical
choices you made, the processes you engaged in, and your evaluation and
learning related to the assignment.
Structure of Your Support:
Introduction: 
Present an introduction to get reader attention and present your central
idea.
Essay Body: 
Organize your body of support into multiple paragraphs that are each
focused on one specific subpoint.  Use
transitions to connect your paragraphs together logically and to clearly relate
to your essay’s thesis statement.
Conclusion: 
Present a separate conclusion that maintains reader interest and reflects
on the central idea.
Format:   Type and
double-space your essay with one-inch margins and save
it as a Word file.  Include
your name, the course, the assignment name, the word count, and the date at the
top left of the first page.  Center a
unique title for your project above the first paragraph.  Page numbers should be in MLA format in the
upper right corner of the page (last name and page number).   See p. 608 in your Norton
Field Guide for a sample essay in MLA format.
Getting
Started with Prewriting and Outline
Prewriting – methods are your choice – focus first
on ideas for remix topics and audiences. After completing the remix
project, then do additional prewriting for the rhetorical reflection.  Take some notes to respond to the
questions presented on pp. 2-3 of these guidelines on context, rhetorical
choices, processes, evaluation, and learning.   
Outline – It’s difficult to outline a
multimodal remix project, so prewriting is critical to developing ideas
for that part of the project.  For
your rhetorical reflection, you will create a detailed, typed plan
including your tentative thesis statement
and identification of how you will structure your reflection with subpoints
and/or subtopics related to your thesis statement.
Unit 3 Process Work:  As
we work through Unit 3 of this course, you will be completing a variety of
assignments focused on helping you complete Writing Project 3
successfully.  These assignments include:
·     
Prewriting
and Outline
·      Draft – a multimodal remix presented with a typed, MLA-formatted
rhetorical reflection.  Drafts should
be at least 1000 words out of the required 1200 minimum word count for this
project.
·     
Peer
Review – worksheets
will be provided and will be done with peers in the class.
·     
Self-Review – worksheets will be provided and will
be done prior to final revisions.
·     
Discussion
Boards – assigned
readings and videos will be discussed in writing and in group discussions.
WP3 Word Count 
Part 1:  Multimodal
Remix – 500 words minimum (print, digital, oral) or discussion with
instructor for image-heavy remixes
Part 2: 
Rhetorical
Reflection – 1200 words minimum and 1500 words maximum  
Grade
Weight:  This major writing project, along with
the unit’s corresponding draft, peer review, self-review, and writer’s
reflection letter is worth 25% of
your total grade.  
Portfolio Scoring:
·     
You may receive a maximum score of 85% for
your portfolio. 
·     
Up
to 15% will be added to your score if a revision is
submitted that addresses instructor feedback. *** Revisions must be submitted with a
paragraph that thoroughly explains what specific actions were taken to improve
your project.
·     
Portfolios
that don’t meet the word-count range or that are incomplete or submitted
late will receive a lower score.  5%
will be deducted from the score for each item missing from the unit portfolio
and for late portfolios.   Deductions for
word counts below/beyond the range will vary but may be significant,
especially if below the minimum.
·     
Portfolios
may be submitted up to one week late. 
·     
Portfolios
MUST include a final writing project to receive any points.
·     
Peer
reviews must include
thorough responses to each item including specific suggestions and comments
when requested.
·     
Self-reviews must describe specific actions needed
to improve the project before final revision. 
Address feedback from peer reviews, if any.
·     
The
final revision should show improvements with edits in content, format, and
style.  Final projects that are identical or nearly
identical to the draft will result in point deductions.  Using a writing process that includes
revision of drafts is a requirement in this course.

Read “Talking to Boys the Way We Talk to Girls” by Andrew Reiner on page 181 of your E-book.
The author describes the “scripting” of manhood in America. Regardless of gender, consider how the scripted expectations of manhood have impacted your own life. Have these “norms” been harmful/beneficial? Explain.