Remediation: Creative Revision in the Comp Classroom

December 6, 2017 § 3 Comments


StacyMurison14_005SmallThe second installment of a series of blog essays by Stacy Murison discussing her use of creative nonfiction prompts and approaches in her first-year composition classes.

As we near the end of the semester, my thoughts turn from creation to revision as our composition students complete one last assignment: a Remediation project. This concept was borrowed from rhetoric studies, where students are asked to transform a piece of existing writing into a new medium such as a video essay, or to consider using an existing medium (Instagram, Twitter, Snapchat) to re-imagine their essay in a new format. Remediation in this case is an opportunity for revision of both form and words.

A challenge always is that students can’t imagine returning to work already submitted and graded and sometimes hope this means that they will get a better grade on their first project. When I explain that remediation is an opportunity to imagine their work in a different way, there’s some hesitation. And, by hesitation, I mean groaning.  Like most of us, it’s also difficult initially to imagine exactly how we can revise and improve on our work. For me, I fall in love with the arrangement and emotion of a piece and usually have to step back from an essay for several weeks, or ask a friend to critique it, in order to see clearly revision opportunities. For students, there is some confusion (even this late in the semester) between surface-level editing and a more global revision approach, coupled with the feeling of wanting to move forward with projects, not backward.

I have also heard from students that they don’t often get to write creatively or infuse their own ideas and personality in their work at the college level. I leverage this feeling into a combination of three writing exercises to help students understand the revision process. These exercises are focused on how they tell their own personal stories, which leads into discussions later on how they can use these techniques to revise their essays for the Remediation project.

The first exercise encourages students to write a brief movie trailer about a day in their life. I use YouTube throughout the semester to show students commercials and movie trailers coupled with writing and group activities that help them identify narrative elements, audiences, and appeal techniques. After consuming this type of media all semester, they are primed to write their own trailer. The trailer I show as an example for this exercise is for Jerry Seinfeld’s movie Comedians (2002) and plays with typical movie tropes for action films; part of the humor is that the film is not an action film.

Students can use a “Mad Libs” template I provide or write their own, borrowing the elements from the Comedians trailer or other trailers they’ve seen throughout the semester. I provide index cards so they can write their trailers and set a timer for 5 – 7 minutes. Is their own day-in-a-life story a rom-com? An action film? A comedy? I give examples of a blind date gone wrong, a roommate who chews too loudly, or the pain of waking up for an 8 a.m. writing class. The audience is their classmates and me, who by this time know each other pretty well.

The template looks something like this:

In a (PLACE) where (SOMETHING HAPPENS), one (PERSON) (ACTION). One day (A TURN OF EVENTS). Coming this (SEASON), (MOVIE TITLE).

After they write their trailers on index cards, I shuffle the cards and pass them to another classmate to read. Some students insert dialog and notes on sound effects or cues for the type of music we could expect to hear as part of their written trailer for their reader. Readers will sometimes read in “voice-over” voice. We then guess who wrote the trailer and talk about the identifying elements used and why it might have been easy or difficult to guess the author. This becomes a discussion of their personal writing styles which they have developed over the semester. The exercise introduces a new aspect to consider as they revise a project—who they are in relation to the piece and, because they know their audience, ideas for how to infuse their personality and voice in a new medium.

Students in one of my sections this semester encouraged me to run this exercise as a “true” Mad Libs, where they start writing their story as a trailer and a classmate finishes it. I think this is an excellent idea—it might demonstrate exactly how well the audience knows them, or how to be even more specific in their word choices for an intended audience.

The next exercise involves writing a personal “warning label.” With another round of index cards and five minutes of writing time, I ask them to write a warning label they would wear all day to help others understand how to interact with them. I keep this exercise to 15 words or less—t-shirt slogan-length—and show them some t-shirt images from on-line catalogs such as Signals and Think Geek. We again share these as a class and try to guess who the author is. This exercise helps students distill aspects of themselves and their ideas into a few words—a seemingly impossible task made possible.

The final exercise is a further distillation—the Six-Word Memoir. I have used this writing exercise a few different ways. It works well for the Remediation project because it demonstrates the power of a few well-chosen words. I have also used it for one-minute papers (or “exit tickets”) to check in and see how students are doing in the course overall or with a specific project. For additional fun on the last day of class, I ask the students to write a new six-word memoir that encompasses their journey as a writer throughout the semester.

Re-imagining and repackaging their life stories through the exercises help students access new ideas for potential revision opportunities for their previous projects. Through these exercises, students develop a strong sense of voice, tone, audience, and word choice delivered in active and fun ways that are centered on who they are and how they present themselves. Now they are ready to revisit their previous projects in order to transform their essays into a new medium and with well-crafted and chosen words.

So, what do these projects look like? I had a student reimagine her review of a local pizza restaurant (she thought she could make a better pizza at home) as a Tasty video using her iPhone and posting the video to Facebook. She used the Tasty conventions of an ingredient list and fast-and slow-motion video capture of the pizza making. Another student loved reality television shows and reimagined her review project (a camping trip gone wrong) into a short YouTube video with her roommates as the actors. She followed specific show conventions (Keeping Up with the Kardashians) such as a staged fight and fast-motion photography between scenes. Other students have captured their work in Instagram formats creating new hashtags and writing micro-essays for their photos. Still others use Twitter for a series of connected tweets (or threads) about a specific topic. One student explored folk music for his I-Search project and wrote original lyrics and melody, which he performed in class on his acoustic guitar. Another took his I-Search project on depression and wrote lyrics and a melody, which he recorded to SoundCloud and shared with the class. This type of revision through the Remediation project gives students an opportunity to use platforms they are familiar with and use regularly, as well as showcase their talents. Even students who tell me they are not “creative” have made videos, written hip-hop lyrics, performed comedy routines, or shared photographs on VSCO, Instagram, or Tumblr. As part of the Remediation, students present their work to the class and talk about the choices they made during the revision process.

The results often surprise and humble me, and I think even surprise the students, especially when they hear all of the positive feedback from their classmates during their presentations. Through this entire process, revision is viewed less as an odious task and more as an opportunity for re-invention and re-imagination for both the students themselves and the work they have produced through Remediation.

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Additional Resource  

Tarsa, Becca. Remediation. Digital Rhetoric Collaborative. 25 April 2014. Accessed 1 November 2017 http://www.digitalrhetoriccollaborative.org/2014/04/25/digital-lessons-remediation/

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** Very special thanks to students Carly, Ethan, and Dmitrius for sharing your work with us.

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Stacy Murison received her MFA in Creative Writing from Northern Arizona University where she now teaches composition. Her work can be found in Brevity’s Nonfiction Blog, Assay: A Journal of Nonfiction Studies, River Teeth, Hobart, and McSweeney’s Internet Tendency, among others.

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