The Digital-Forward Writing Course

First-year writing and composition courses can be major roadblocks for students as their success in later courses often hinges on their abilities to construct a quality written document. Students enter composition courses with broad variation in their abilities and yet must all meet the same standards of completion. In order to address this inequity, greater opportunities for writing and in receiving feedback are paramount. Yet such opportunities would place a high burden on writing instructors in a traditional course. This chapter proposes the digital-forward writing course that draws on a combination of a number of digital tools and pedagogical strategies that can increase writing opportunities while maintaining or even reducing instructors' time commitment. This information is drawn from a workshop held in 2020 that asked writing instructors, instructional designers, developers, and other educators to ideate on meeting the challenges of the entire student writing journey. Specific tools and a discussion of the value of adaptive courseware are included.

Multimodality as a Communicative Tool for Social Engagement and Reform

This article acknowledges the viability of multimodal projects in first-year college-level writing courses in accordance with the evolution of composition pedagogy over the past forty years. Since the 1982 publication of Hairston’s article “The Winds of Change” forecasting the end of the then-ubiquitous current-traditional approach, composition pedagogy has undergone paradigm shifts from process to post-process theory and from textual to digital modes of composition. Inspired by Goodwin’s (2020) research on students’ multimodal responses to local community issues, I developed a public media project for my first-year writing course for which students created media texts addressing local, regional, national, and global issues of their choosing. The project synthesizes the public and interpretative dimensions of writing identified by post-process scholars with elements of multimodality and civic engagement to help students understand how public media texts raise social awareness of current issues and mobilize community efforts toward unified resolution of such issues.

Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University

English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism.