The Application of New Media within the College Composition Classroom’s Prewriting Pedagogy
The presenter will discuss findings of new technological prewriting techniques that can be utilized as interventions in the composition classroom; this presentation will draw connections from these prewriting advancements to the current college students’ social media literacies, while also explaining how instructors can productively bring their current pedagogy into this new age of technology.
Prewriting is a step in a college composition student’s traditional writing process that has seemingly become obsolete with the invention of technology, as the tendency is to sit down in front of the computer and continue typing until the assignment is finished. This current generation of college students is accustomed to the immediacy of producing a written product because of their various social media literacies, thus the prewriting/planning step within a writer’s cyclical process seems superfluous, especially if done by-hand. What is concerning is how these composition students are channeling these concepts of immediate invention and the first-time perfect product into finished, typed drafts in which the argument takes shape much too late. In a college composition classroom, can prewriting strategies be incorporated into the student’s digital composition process to facilitate better writing practices, and how could this generation’s literacy of social media enhance this?
As manual prewriting is complicated by the integration of digital technology with composition, professors have the opportunity to integrate new media technologies into composition classrooms to facilitate their students’ writing process. The college composition classroom is surely not a special case, but because of time and space constraints, this specific type of classroom can serve as a model in which this pattern regularly occurs. I will present my findings of newly developed prewriting techniques that can be utilized as interventions in the composition classroom and their ties to how current college students already use social media, which illuminate how instructors can productively bring their current pedagogy into this new age of technology.