The New Media Dictionary is a collaborative work created to thoroughly define the vocabulary found in the world of New Media. This dictionary has been designed as an interactive, easy to navigate site, allowing people of all demographics to learn and share our content.
Our site elaborates on important terms in a simple but extensive way. We supply users with all of the necessary information for comprehension, equipping them to be experts on each word. After using the NMD, they can successfully recognize and apply the terms!
I am an architecture student at Florida International University. I find myself constantly using writing to express my concepts and ideas about my projects. ENC has allowed me to do this as a writer, questioning and incorporating rhetorical and writing skills so that I can make the best rhetorical decisions in my future compositions. As I (build my portfolio) it is time to show you what I am talking about, what I have done through out ENC 1101. This web page will guide you through my different compositions, giving you a view into the journey I embraced in this course.
Every year, FIU’s ENC1101 and ENC1102 instructors nominate students for First Year Writing Program’s Writing Contest. Traditional essays as well as digital and multimodal projects are selected to represent the best of what FIU’s ENC1101 and ENC1102 students have composed.
An Instagram course project from ENC4380, Feminist Zine Writing. Social critiques, personal diary rants and impassioned protests are just some of the topics commonly discussed within feminist zines. Zines are able to bypass traditional gate-keeping mechanisms that silence non-dominant voices and perspectives. As a result, zines offer a platform upon which feminists of all genders are using words, images and other non-violent discursive practices to advocate for equity, mobilize activist efforts and build and sustain community.
This gallery is a series of photos of student zines created during the semester in ENC4380. The zines are displayed in page order so that viewers can click through each page and see the zine online. #zinestagram
This channel is a place for students of the Sports, Rhetoric, and Society class at Florida International University to upload short videos and PSAs about the research they have done during the Fall 2021 semester. In these videos, Dr. Elmore’s students explore issues related to the intersections of sports and gender, race, class, diversity, community, language, etc.
ENC 1101 has taught me plenty about writing and rhetoric but it’s also taught me a lot about myself. This class has given me the tools that I needed to understand writing, including my own, to a much deeper level. Now I am considering every part of a text as a rhetorical choice that the author made to achieve a specific rhetorical goal. Metacognition is a new concept that was introduced to me in this class. It is basically just understanding your own thought process and thinking about whether or not it is the best way to approach a task.
I used that to reconsider my writing process. I would rarely utilize all the steps of the writing process to really produce my best work. I usually devoted most of my time to making my first draft as good as possible so that I wouldn’t need to do too much revision work. This is why my AP English Language and Composition Exam essay is important to my portfolio. It shows the mistakes that I was making before I started thinking about my process. I also wanted to include this essay because I see it as a pivotal moment in my writing career. Since I wrote that essay and failed that test I’ve been striving to learn from my past mistakes and grow as much as possible.
Now nearing the end of the course, I am once again reflecting on my past work and how it has affected me as a writer. In the course, we develop effective strategies for completing writing tasks. I discuss my strategy when completing a writing assignment in my personal writing theory, a collection of claims that I have made about writing. I feel that I gained some real clarity about how to effectively make use of a source and write concisely without too much “fluff”. The work that I am using to put together my personal writing theory is a good showcase of some of the course outcomes that I have accomplished.
Hello and welcome! My name is Jose and this is my e-Portfolio where I showcase my work and outline how the lessons I have learned about writing influenced them.
I am currently a freshman pursuing my undergraduate studies in Biochemistry. I am a non-traditional student and have been absent from the classroom for a period of about six years. I reclaimed a lot of my old writing skills throughout the semester, but more importantly, I learned so much that I didn’t know about writing. It has been an enlightening journey and I am excited to share what I’ve learned with you!
I feel I gained much from the ENC 1101 course I took and this e portfolio is a good representation of the lessons I learned and the hard work I put into the class.
The purpose of this portfolio is to showcase the different pieces of writing from ENC1101, hopefully demonstrating how we were able to meet the learning objectives of this class. Among these objectives was understanding fundamental concepts like rhetoric, purpose, genre, audience, and metacognition, later on applying them in our writing.
I found these concepts to be extremely helpful when working on the Multimodal Remediation. This assignment asked us to remediate a claim about writing we had previously written. In my remediation, I decided to construct a children’s book that resembled the meaning of the claim, which deals with turning an idea into reality, which requires effort and labor. Three things were needed to construct this book: storyline, script, and design of each page. Inventing a storyline and constructing a script that fitted the level of comprehension of a child required a lot of thought and reflection. I had to think of a way to make something complex be sufficiently understandable for a kindergarten kid, which was not easy. Without knowledge of rhetorical choices, and the importance of “audience” or “purpose“, I would have failed to explain my claim in a way a child could comprehend it, consequently failing to serve the purpose of the assignment.
Another learning objective was to produce writing that responded and adapted effectively to specific rhetorical situations. One of the rhetorical situations we encountered was to “develop four short, concise claims that address writing myths, assumptions, or common misunderstandings that students have about writing, rhetoric, language, or learning.” My claim, Supporting Claims With Meaningful Reasons, talks about how in college writing we must support our claims with strong reasons and evidence to help our audience better understand and consider our point. In order to successfully complete this assignment, we had to rely on two different sources to grant credibility to our claims. I found this particular claim to be of great importance, since without reasons to support our claims, we are not giving our audience enough information to consider our point.
Progressively, by constantly engaging on writing assignments, our writing process and strategies became stronger. For this portfolio I provided insight on my process, found in the Picture of the Writer section that includes handwritten notes that demonstrate how I wanted the “introduction” and “conclusion” of the project to look. In them you can see how I first lay down the information I want to include in the introduction, and then I organize it in a way that makes sense to me and to the audience, providing a glimpse of my invention, composition, and revision processes. In this page you will also find a screenshot of both the introduction and conclusion from the draft that was submitted; this way you can compare the beginning and final product.
This multimedia project was part of my ENC3416’s Final Portfolio; a project which allowed me to connect my passion for gender studies (especially studying the portrayal of feminism) and the knowledge gathered from a course focused on new media studies. I was inspired by the current social media trends in which social campaigns such as the #MeToo movement are promoted and messages of all sorts are shared within a broad, diverse audience. As a feminist myself, I always wondered if these trends were indeed promoting feminist ideals of equality, women empowerment, and other essential ideals or rather having a negative effect on the female user sector. This project allowed me to conduct research and use my own experience as an active social media user to understand the effects and relationship of new media and feminism.
Author’s note
Frida once said, “Nothing is absolute. Everything changes, everything moves, everything revolves, everything flies and goes away,” and I believe we can all agree that she was indeed correct. More than a century ago, a group of women fought at the Seneca Falls Convention for gender equality and basic rights of women. Ever since, the rights of women have been changing, slower in some parts of the world, faster in others. But the important thing is that change is happening and every year, a larger number of young girls are given the opportunity to study, follow their dreams, and strip away from traditional gender stereotypes. Technology is also rapidly changing; it is slowly becoming part of everyone’s lives. It is influencing children, teens, and adults with both positive and negative messages.
My goal is this work was to merge these two ideas, new media effects and feminism in an attempt to identify the portrayal of feminist ideas and its role within audiences. I would like to thank Mr. Malesh for nominating my work and most importantly, for believing in me. Feminism is important and it affects us all.
(click the arrow on the bottom to read the second page)
Professor Dr. Martorana asked us to create a multimodal project for ENC 3334, Introduction to Writing Studies. At first, I had issues deciding what kind of media would be most effective. After reviewing several media options, I finally decided to create a web article considering my audience was teachers. First, I carefully chose my content and added headings to make it easier to read. Next, I carefully chose images and links that would make my article more engaging. I was proud of the overall result, as I wanted to have informative content that was also pleasing to see. My web article was created with Word.
For this project, I really wanted to give my audience an understanding of why I had chosen to volunteer for Love For Our Elders. The volunteering experience was very personal to me, therefore, I wanted this to be reflected in my blog. I was also heavily inspired by the organization itself, and as a result, wanted to create something that would promote them in some way. Therefore, I created a flyer using a program called Pixlr. Overall, I loved volunteering for Love For Our Elders and devoting myself to this organization. Not only was it fun, but it was also incredibly inspiring and motivating. I can definitely see myself doing more with them in the future. And with this project, I really hope to inspire others to check them out and participate.
This blog was created for Darrel Elmore’s ENC3213 community writing project, during Spring 2021.
I wrote about my volunteering experience for Feeding South Florida. The assignment asked to create a blog after working with a nonprofit organization. I don’t have ample experience with volunteering, and I had a great time working with FSF. It was my first time designing a website and writing a personal blog.
Blog from Darrel Elmore’s ENC3213 Community Writing Project during Spring 2021.
I wrote about my experience organizing a local food drive during the COVID-19 pandemic. Social distancing guidelines made this more challenging than it otherwise would have been, but I am proud to have made a difference in my community despite some setbacks. Go Panthers!
