As will become apparent below, this course focused on researching and writing multimodal compositions via the genre of the blog. To give you a sense of how I approached describing this course to my students, I’ve pasted below the exact information I included in the “About ENG 101” blog page I created for my students on my own example blog.


Composition as Critical Inquiry (ENG 101) challenges students to develop a range of rhetorical and intellectual abilities. Students learn how to analyze the multiple dimensions and meet the multiple demands of any written rhetorical situation. These dimensions and demands include: topic, audience, purpose, primary and secondary research, forum, genre, ethos, and kairos (timing). Students also develop an array of strategies to help them navigate any rhetorical terrain. These strategies include: reading, brainstorming, writing to learn and think, drafting, research, giving and receiving helpful responses, revision, editing and proofreading, publication, and critical reflection on one’s own rhetorical processes.


Upon successful completion of this course you will be able to employ the following concepts:

  • Writing Researcher Identity
  • Peer and Self-Assessment
  • Genre Investigation
  • Researching Your Content
  • Cultural Historical Activity Theory
  • Uptake and Antecedent Knowledge
  • (Multi)Media and (Multi)Modalities
  • Cultures and Communities
  • Translingual and Transnational Literacies


  • 10% Writer Autobiography
  • 10% Blog Presentation
  • 10% Participation
  • 10% Infographic Posts
  • 10% Listicle Posts
  • 15% How-To Guide Posts
  • 15% GWRJ Review/Analysis Posts
  • 5% Wrap-Up Post(s)
  • 15% Miscellaneous Blog Elements


Writer Autobiography

For this short assignment, you’ll simply need to answer the question, “What kinds of writing have you done up to this point in your life and how have they influenced who you are as a person and as a student?” This activity is intended as a way for me to get to know your individual experiences and perspectives on writing before we begin diving into our major blog unit.

Class Genre – WordPress Blog

There are many concepts tied to our Writing Program curriculum, a few of which will be unfamiliar to you when you enter this class. To help you learn these terms, we will be using the genre of the blog throughout the semester. Each student in this class will create their own, private (only you, me, and your classmates can access them), WordPress blog. We will work together to research how to set-up a WordPress blog and learn its genre conventions. After this preparation, you will each choose a topic you are passionate about to blog about throughout the semester. Alongside blog posts about the terminology and skills you are learning, you will also create the following blog subgenres:

Subgenre 1 – Infographic

You will learn about the genre of the infographic and will create at least 1 infographic about the topic you have chosen to research. You will also insert your infographic(s) into a blog post about your topic and create a post about what you’ve learned about this genre.

Subgenre 2 – How-To Guide Blog Posts

You will research a rhetorical genre tied to the topic you have chosen to research this semester. You will then write a post or series of posts in which you explain to your reader how-to compose that genre. You will also create a post about what you’ve learned about this blog subgenre.

Subgenre 3 – Listicle or Round-Up Post

You will research and create a listicle or round-up post that features a list of information tied to your research topic and CHAT. You will research the etiquette of creating this subgenre and will annotate each list item with your own description. You will also create a post about what you’ve learned about this subgenre.

Subgenre 4 – GWRJ Analyses/Reviews

You will compose 2 posts in which you review and analyze the genre conventions and content of 2 GWRJ articles. Writing Program terms will be used in these posts to help strengthen your understanding of the concepts.

Subgenre 5 – Wrap-Up Post

Just as many bloggers wrap-up the year with a post reflecting on their past year, you will create a final blog post wrapping up what you’ve learned this semester (uptake).

Blog Presentation

During the final week of class, each of you will present your blog to the class. This includes showing your blog to your peers while giving a 5-minute presentation on your project.