Questions on Cynthia Selfe’s “Aurality and Multimodal Composing”
- What is Selfe’s main argument?
- What are stakes for teachers and students in privileging print only in the academy?
- How did aurality lose its space in the university curriculum?
- What was the role of aurality in college composition classrooms from the mid-nineteenth century onward? In what forms did aurality persisted in college composition classrooms?
- How did different minority communities (African American, Hispanic, American Indian) retain aurality in their cultures? Think of some concrete examples.
- What set the grounds for the revival of aurality/multimodality in the early 21st century college composition classrooms? Scholarship? Technologies? Cultural Ecology?
- What are some common audio assignments the article discusses? What others could be included in the list?
—Questions on Hocks and Comstock’s “Sonic Rhetoric as Resonance”
- What is sonic literacy, and what is sonic rhetoric? Define based on your reading of the article.
- How does the article define resonance?
- What are three modes of listening? How are they different from each other?
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