This week, we have read two articles. One article was titled, “An Introduction to and Strategies for Multimodal Composing” authored by Melanie Gagich. The other article of the weelk was titled, “Beyond Black on White: Document Design and Formatting in the Writing Classroom.” Two authors teamed together for the authorization of this article— Michael Klein and Kristi Shackelford.
Each of these articles has an extreme similarity to each other, in that they each revolve around organizing media as it relates to writing inside and outside of the classroom. Gagich’s approach embraced using space, hearing, organization, etc. to contribute a larger message that a larger audience will understand and properly reflect upon. Klein and Shackelford expand on Gagich’s idea. In fact, Gagich does allude to Klein’s and Shackelford’s article. How I came to this conclusion is fully owed to the fact that Gagich sets the opening line for their article, glossing over organization and the rarity of other media outside of typical writing. Shackelford and Klein expand on the rarity of these organization tactics, and how such tactics, despite their rare tendencies to show in college writing, add effects to a paper and create more validity.
My reaction to these articles is comprised largely of piqued interest. Between the last three weeks of reading many different articles, what remains striking about them is their relatability and striking resemblance to today’s generation. Largely similar to the blog post of last week and the week prior is my genuine surprise and curiosity of how the real world and its principles can easily be connected with the writing classroom and its writing principles. It amazes me that the two concepts— (in the classroom and out of the classroom)— are actually as glaringly similar as they are, discovered by true scholars of the writing classroom. It feels as though it is in my best interest to paycloser attention and connect the writing classroom to the real-world even more so.
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