In the writing classroom, there is often a level of redundancy with the assignments assigned. Many English class are all about taking in information, and regurgitating it out in an essay format. What I have enjoyed about CTW at Santa Clara University is that we write a wide variety of pieces about varying topics, acquiring the information for each essay in a different fashion. For example, we wrote an essay about artifacts we gathered from the archives and we wrote an essay about information we gathered through surveying other students. What I enjoyed the most about writing varying pieces was how at the end of the quarter we synthesized and  combined all the information we gathered in to one culminating and concluding paper of our beliefs and what we have learned throughout the CTW process.

After creating a final paper, we then translated our final essay into a multimodal composition. A multimodal composition is using words, images, audio, and video to further an idea through a visual creation of the ideas communicated through a more serious piece of writing, such as an essay. For my multimodal composition, I created a fake twitter feed in which various twitter users were having a conversation about coeducation and its benefits. My multimodal composition is linked here. I enjoyed creating a multimodal composition of the beliefs I formulated in my final paper. I believe multimodal compositions are a strong way to depict ideas and arguments in a creative and easily relatable way. Multimodal compositions resonate with the viewer of the piece and help express the ideology of the composition in terms the viewer clearly understands. Multimodal compositions serve a useful and engaging purpose in the writing classroom. They serve a strong purpose in helping display content and ideas that would normally just be put in a standard, mundane essay. Multimodal compositions are beneficial and informative in the writing classroom and help to add variety to the types of ways writing is done and ideas are argued.