| Thinking about multimodality | p. 1 |
| Words, audio, and video : composing and the processes of production | p. 13 |
| Composing multimodal assignments | p. 29 |
| Collaborating on multimodal projects | p. 39 |
| Thinking rhetorically | p. 49 |
| Saving, sharing, citing, and publishing multimodal texts | p. 65 |
| Experimenting with multimodality | p. 83 |
| Responding and assessing | p. 99 |
| More about reading, responding, and revising : the three Rs of peer review and revision | p. 113 |
| When things go wrong | p. 131 |
| Making connections with writing centers | p. 153 |
| Sustaining multimodal composition | p. 167 |
| Learning and teaching digital literacies | p. 181 |
| Sample assignment #1 - audio autobiography : sound and literacy | |
| Sample assignment #2 - video biography : literacy practices and values | |
| Sample assignment #3 - documentary as creative non fiction | |
| Sample timeline | |
| Interviewing | |
| Interview release consent form | |
| Homemade documentation | |
| Technology survey | |
| Student expertise grid | |
| Collaborative project log | |
| Heuristic for audio essays | |
| Planning audio essays | |
| Planning video essays | |
| Self evaluation-audio essays | |
| Group evaluation-video essays | |
| Collaboration checklist | |
| Bridging alphabetic and multimodal composition | |
| Rhetorically powerful images | |
| Rhetorically powerful sounds | |
| Rhetorically powerful camera work | |
| Discovering about audio | |
| Discovering about video | |
| Equipment checkout sheets | |
| Class equipment schedule | |
| Check-in and check-out procedures | |
| Sources of documentation on the web | |
| Web sites for audio and video genre examples | |
| Teacher's progress-assessment journal | |
| Student's progress journal | |
| Media, modalities, and genres of composing | |
| Affordances of modalities | |
| Audio checklist | |
| Video checklist | |
| Audio-editing log | |
| Video-editing log | |
| Connecting sound and writing | |
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