Over the course of this semester the thing that has most surprised me has been the way that I apply processes of alphabetic composing (especially invention and pre writing) to my digital composing processes. I literally outlined my first website design and then visually mapped the layout before ever opening Dreamweaver. Because of this, when reading the Selfe et al. piece for week 9, the initial mapping of familiar practices involved in audio and video composing that began this chapter was not altogether surprising to me. However, this chapter did get me thinking about the challenges, as an instructor and even as a student, that the differences between alphabetic and digital compositions can pose. (I am jumping ahead here, but I think the most startling challenge of these digital compositions that struck me was in the readings a week or two after this that actual give an outrageous editing translation for video compositions a minute of video was equivalent to an outrageous amount of editing time, YICKES!) However, Selfe outlines several student challenges (which very quickly translate into instructor challenges as well), like topic selection, equipment usage/functions/language, inexperience with digital documentation, specialized language, distribution, storage, access, and an entirely new system of grammar (17-8). This list was rather daunting, and I was surprised by the simple things that slipped my mind, like topic selection, that were referenced as challenges with working with students who are composing audio or video projects. That said, I was particularly grateful for this chapter, as I do foresee myself eventually using audio and/or video mediums in a classroom setting—what a disaster I would be in for without a forewarning to be prepared! Another thing that I liked about this piece was that the assignment examples were from a first year composition classroom. While I’m not a huge fan of using assignments that haven’t originated from my own direct interactions with my students, I think that if (when) I do attempt to bring these digital composing assignments into my classroom, I will be revisiting these sample assignments to guide me through the process of creating assignments that will strive to result in students’ successes.

This year is the first time that I’ve been introduced to many composition/rhetoric/computers and writing scholars, and I have continuously been impressed by publications that have the name of either Selfe attached. Their texts/articles are so well organized, thorough, and perhaps the most basic praise, helpful.  This chapter in particular is something that I think students should be given access to as well. I think that as much as this text is informative for an instructor, it would be informative for a student as well.