ENGL 210: Crafting Digital Tattoo was a class unlike any I had taken before. I learned a lot about my digital footprint and the multi modal choices one can make in their writing. Digital identity is information about an individual based on their existence online. This course has forced me to observe my identity and how I can effectively use tools to change the way others see my identity. I learned that my digital identity can be influenced by genres, modes, and audiences I approach. I was not aware of how others perceive my profile online, but through this class I have learned how others may see me and how I can influence the way they see me. Through the first project, it was revealed to me that writing is in more places than an academic setting. Writing can be found in mediums such as essays, emails, social media posts, music, etc. I was able to use this new knowledge by picking a genre where I felt information was most circulated for the intent of the project. I  was able to mix the line between academic writing  and social media presence through the Instagram post. This opened my mind to the overwhelming amount of other platforms I take part in writing with. Each platform has different constraints and allowances. I learned the platforms that allow easy access to my identity and how to further develop my identity online.  The second project allowed me to reflect upon my writing journey. Unlike many, I enjoyed writing, but I felt as if an artifact hyping writing would not satisfy the audience. I decided to try to pinpoint a suggestion on how writing could be improved. This led me to the conclusion of how restriction in academic settings cause students to lack interest in reading and writing. I was able to choose my own genre and deliverance of information for the project. I worked on many modes that I was unaware of before such as aural, gestural, and visual. These modes taught me how to effectively reach audiences and convey my message. I was not previously aware of how I, as a creator, could manipulate an artifact to tell a further story or appeal to a certain audience. This has taught me the skills to improve my digital identity. The third project taught me the skills to transfer material between  genres and gave me the opportunity to make a pretend identity for an organization that did not have access to technology. I was naïve in the way that I thought some artifacts were stuck to the genres they were in, like a scrapbook could never be virtual. I was proven wrong throughout this project. I was able to make genres come alive into something new. I learned how different modes and genres can affect the message being conveyed. This class has shown me to look at writing through different lenses. It has opened my eyes to the different modes, audiences, and genres in the real and digital world. I have new skills and knowledge about my identity and what I can make of it. My identity has grown and will continue to grow because of this class. Below are some of the projects I completed during this class that showcase my new found abilities and understandings. 

Post from Birmingham Jail

This project is a rework of part of Dr. Martin Luther King jr.’s “Letter From a Birmingham Jail” to a new genre of Instagram. The object was to keep the message King was trying to deliver the same, but explore different audiences and genres. The Instagram post allows the message to reach multitudes of viewers and portray a variety of modes.  Each genre impacts how the message is conveyed and the audiences it reaches.

Complex Writing Relationship Within Academic Walls


This project explored my literacy journey in all its glory. The assignment prompt  was fairly open, leaving room for creativity and expression. The intention behind my artifact is to propose the idea of having more flexibility within a classroom setting. There are many children that love to read and write, but they slowly lose interest due to grueling school work. I wanted to call attention to just that. I was able to expand on this proposal with modes and digital software.

May Day Celebration 1937

This project is an attempt to take a Longwood archival and tell its story through a different genre. I elaborated Longwood’s history of celebrations, specifically May Day. I chose to create an event flyer as students of 1937 would have created one if they were granted access to technology. I was able to shift the medium from a dusty scrapbook to a polished flyer which opened the celebration to a new audience. I was able to improve my knowledge on manipulating artifacts to appeal to certain audiences.








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