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Nostalgia

What is Nostalgia? Why does Nostalgia matter?

Going into this class, I didn’t know a lot about nostalgia or think about it much other than my own experiences. I was able to recognize that silly bands brought me back to my childhood or that the smell of my pillowcase reminded me of my grandma’s house. After taking this class, I now know that nostalgia was once considered a disease, something that only affected the Swiss. I can confidently recognize when media appeals to kairos and tries to make audiences feel nostalgic. Composing with multiple modes makes nostalgic media even more effective. 

 

Nostalgia can be bittersweet, sometimes more bitter than sweet. However, oftentimes, we choose to view the world through rose colored glasses, choosing to selectively remember parts of our past. Reflective nostalgia can feel good because of this selective remembrance. Sometimes reflective nostalgia turns into restorative nostalgia, where instead of simply reflecting on the past for what it was, we try to make the present our imagined histories. People can also choose to have the lens of deconstructive nostalgia, where they criticize the past. 

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Multi
modality

What is it? Why does it matter?

Entering ENGL 282, I was most comfortable with the linguistic mode. I’ve had to write countless essays and have given many presentations. But what if I had paid more attention to the other modes? It would have strengthened the ideas I was communicating to others. I now know that one must intentionally compose with different modes in mind. There are five main modes: visual, aural, gestural, spatial, and linguistic. They often overlap with each other–speeches for example, have an auditory aspect, a person is speaking words, they are making gestures, they are taking up space, and even their visual presence affects how the audience perceives the speech. Multimodality refers to using the different modes to create one cohesive piece of Creating multimodal compositions is beneficial for both the composer and the audience: it forces the composer to think deeper about what, why, and how they are creating, and it allows the audience to have several ways to interact with the media.

Course Outcomes

Outcome One:
Analyze and Assess

Think critically about possible limitations and biases when interacting with others' work. Pay attention to how composers utilize the different modes. 

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Outcome Two:
Produce with a Purpose

Be aware of your desired rhetorical situation and be intentional with what impact your work will have. Use various modes to compose within a genre. Be able to produce individually and collaboratively.

Outcome Three:
Integrate Sources
and Tools

Ethically find and use sources to support your work. Use the TRAAP test! Build confidence and skills using various software and tools that can aid in multimodal composition.

Outcome Four: 
Reflect and Revise

Integrate feedback from peers and instructors to improve  weaknesses. Reflect on what you are already doing well and how to reach initial goals. Compose by making connections beyond the course. 

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Projects

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