User:Fried-brain-cell/sandbox

= Week 4 Task 1 =


 * The Writing and Rhetoric Program teaches students to write effectively in academic, professional and community contexts. I n our courses, s, to think critically, to compose written texts with attention to specific rhetorical contexts and to understan d these processes as interdependent activities.
 * Students {| class="wikitable" |+ ! ! ! ! |- | | | | |- | | | | |- | | | | |} à learn to plan, draft, and revise with a specific purpose and audience in mind. Working both collaboratively and individually, students learn to write for both traditional print and digital audiences. In our multicultural context in Miami, our courses encourage students to draw on language diversity in their writing and research, with language and multilingualism often a focus of discussion and of course materials.
 * "My language is ME and I am my language. It lives. It moves. It breathes. To kill my language is to kill me."
 * Patch-of-yellow-flowers-by-patrick-nouhailler.jpg

Multiliteracy
Multiliteracy (plural: Multiliteracies) is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group.[] The approach is characterized by two key aspects of literacy - linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration.[] The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digial media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.

As a pedagogical approach, multiliteracy is based on the New London Group's proposition consisting of a balanced classroom design containing four key aspects - situated practice, overt instruction, critical framing, and transformed practice. Situated practice focuses on the connection between classroom topics and real world experiences, building upon students' personal experiences. Overt instruction focuses on student conceptualization and scaffolding of new concepts to provide focus for new concepts. Critical framing focuses on analyzing the sociocultural contexts in which a concept, literature, or text was developed within. Transformed practice utilizes the previous 3 aspects to encourage reflection and apply these teachings in a new context, achieving a personal goal.