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Multimodality is recognized as a useful pedagogical tool, but it is often difficult to apply in real-life curricula. Further, expectations on educators and various campus units are increasingly complex and require nimble and innovative partnerships. In this article, Anne, a first-year composition instructor, and Laura, a writing center (WC) director, share their different but parallel paths to “going multimodal” for the first time. They show how they collaborated to teach, mentor, and respond to students’ diverse projects. First, Anne explains her rationale for replacing a traditional essay with a multimodal project and how she taught herself and her students about multimodal rhetoric with the help of two dedicated WC tutors. She also outlines how she gave students encouraging and robust feedback throughout their composing processes. Then Laura, her friend and WC director, shares her initial hesitancy about going multimodal and how she ultimately started preparing her tutors to respond to Anne’s students’ projects. The article concludes with Anne and Laura discussing the exciting synergy they experienced while working together--as well as the challenges they faced. For composition instructors, tutors, and WC directors interested in adopting multimodal assignments, this article provides ideas and suggestions for teaching, giving feedback, and mentoring.
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