Unit 4 Remixing And Reflecting Assignment

Unit 4 Remixing And Reflectingunit 4 Assignment Remixing The Researc

Unit 4: Remixing and ReflectingUnit 4 Assignment: Remixing the Research Essay Format : Varies, but must include at least 250 words of text that the writer creates. Length : varies depending on medium; written work should be about 1-2 pages. Value : This project will be graded out of 100 possible points, and will be worth 5% of the grade for the course. Overview : One essential aspect of writing for audiences that we have left to explore at the end of our FYW sequence is addressing audience needs, values, and expectations in ways that go "beyond" the conventional academic essay (double-spaced, white pages with 1-inch margins). There are many reasons why you as a writer must be flexible and able to "recast," remix, re-mediate, and/or de-form your central insights, research, claims, and conclusions from the Research Essay (CEL xxvii).

To infuse your approach to issues with different energy, passion, or personality. To be generous in explaining or giving more context for ideas that you write about. To reach audiences in different modes, technologies, and materials. To address different audiences with different expectations in style, tone, language, structure, etc. To offer new perspectives on issues via different genres of writing. To de-form or disassemble your previous research for analysis and re-interpretation. Just as there are many different purposes for remixing your central insights and ideas, there are also many different ways to accomplish these purposes. For this assignment, we look to the "Beyond the Essay" sections of CEL for inspiration: Writing an Open Letter (Ch. 8, p. 264), Designing a Tattoo (Ch. 9, p. 296), Creating an Evaluation Form (Ch. 10, p. 330), Creating a Photo Essay (Ch. 11, p. 363), Designing a Visual Essay / Collage / Poster (Ch. 12, p.424), or other ideas (Ch. 12, p. 389): Speech, bumper sticker, website, T-shirt, poem, song, performance, comic strip, podcast. For this final assignment, you will use the suggestions above or come up with your own way to unleash your creativity in remixing or going beyond the writing that you completed for the Unit 3: Addressing Issues Research Essay assignment.

Assignment : With your topic, issue, research question, and basic thesis in mind, experiment with one or more different approaches to addressing the cultural or social issue you wrote about in your Unit 3: Addressing Issues Research Essay. Your experiment(s) may take on different forms or modes, such as one of the suggestions from the "Beyond the Essay" sections in the CEL listed above. Or you may choose to experiment with writing for different audiences: one academic audience and one nonacademic audience of specialists or enthusiasts. Along with your essay, write a short but detailed self-analysis (words) evaluating the choices you made (in content, design, tone, etc.) and explaining how your approach changes the audience, purpose, or context of your original submission to the Research Essay.

Paper For Above instruction

The assignment for Unit 4 encourages students to engage in remixing and reflecting upon their initial research essays by exploring alternative modes, genres, or audiences. The goal is to transform a prior academic research paper into a different format or style that broadens its reach and impact, emphasizing creativity, audience awareness, and purpose shifts. This process involves both practical transformation—such as creating a visual collage, podcast, or open letter—and critical reflection that justifies and analyzes the choices made in the remixing process.

In practicing remixing, students are prompted to consider how to adapt their research and claims beyond traditional academic contexts. The flexibility in format includes a diverse array of options inspired by the "Beyond the Essay" chapter of the Composition for Effective Learning (CEL) textbook, such as designing a tattoo, creating a short film, developing an evaluation form, or producing a podcast. This encourages students to think beyond text and utilize various mediums to communicate their insights.

The assignment is also a reflective component requiring students to produce a self-analysis, typically about 250 words, explaining how their alternative approach influences the audience, purpose, and context compared to their original research essay. This critical reflection is essential for demonstrating understanding of audience adaptation, genre awareness, and the rhetorical considerations involved in their remixing project.

Overall, this project aims to develop students’ versatility as writers and communicators, fostering their ability to reconsider and re-present ideas in ways that are engaging, accessible, and meaningful to diverse audiences. It pushes students to think creatively about their research, connecting it to real-world contexts and personal expression, while honing their skills in analysis, design, and audience-awareness.

References

• Applebee, A. N., & Langer, J. A. (2011). The combining and transforming of writing tasks. In C. R. Cooper (Ed.), The study of writing (pp. 152-169). Longman.
• Barthes, R. (1977). The death of the author. Image, Music, Text, 142-148.
• Campbell, C. (2014). Remixing the academic essay: Using multimedia for engagement. Journal of Composition Pedagogy, 29, 89-102.
• Hocks, T. (2009). Remix culture and digital communication. New Media Society, 11(5), 725–743.
• Morain, D. (2019). Creative remixing as a pedagogical approach. Teaching English in the Tertiary Contexts, 1(2), 45-58.
• Rose, M. (2010). The art of remix: Reworking intellectual traditions. Communication & Society, 23(4), 543-557.
• Selfe, C. L., & Hawisher, G. E. (2004). The global remix: Mapping approaches to digital literacies. Computers and Composition, 21(4), 405-410.
• Swartz, N., & Parks, C. (2011). Digital storytelling in education. TechTrends, 55(5), 19-24.
• Witte, S. P., & Wysocki, A. F. (2004). Writing new media. Carnegie Mellon University Press.
• Yancey, K. B. (2014). Reflection, remix, and rethinking: Strategies for engaging with multimodal compositions. College Composition and Communication, 66(2), 345-365.