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Authentic Digital Writing Parameters in College Composition: Design, Implementation, And Assessment of a Culture Jam

Year: 2025
Type: article
Abstract: As technology reshapes communication, college classrooms must adapt to prepare students for writing in a quickly changing world. This dissertation investigates how authentic writing—writing that feels meaningful, relevant, and tied to real-world purposes—can enhance student motivation, confidence, and writing skills in college composition courses. The study introduces a multimodal assignment called a Culture Jam, where five participants critiqued and remixed media messages, such as advertisements or social media posts, to create their own critical digital compositions. Over three weeks, participants created their Culture Jams, shared feedback with peers, and reflected on their experiences. This project focused on five key elements of authentic writing: engaging tasks, meaningful choices, real audiences, clear expectations, and perceived task value. Key findings show that authentic writing improves engagement and fosters ownership of work. Participants reported feeling more confident as writers, saw value in connecting writing to real-world contexts, and appreciated the creative freedom of the assignment. The Culture Jam also helped participants better understand their own writing processes and identities, preparing them to communicate more effectively in academic, professional, and personal settings. This research provides practical insights for educators. By integrating multimodal assignments like the Culture Jam, instructors can bridge the gap between in-school and out-of-school writing, making composition courses more engaging and impactful. These approaches empower students to see writing as a tool for self-expression and critical thinking, rather than just a classroom requirement. The broader goal of this study is to redefine what writing instruction can achieve in a digitally mediated world. By prioritizing authentic writing, educators can inspire students to take ownership of their voices and equip them with the skills they need to navigate complex communication challenges.
DOI: 10.26076/45c5-3c26
Language: English
Open Access status: green
OpenAlex ID: W7081983163
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