ABSTRACT
This chapter first gives an account of how three other units of the course and their respective assignments were crafted, and then extensively analyzes the outcomes of implementation of those unit activities in the class. Based on the findings from the data analysis, I argue that in engaging the theories of remediation and media convergence in writing classrooms in concert with some other productive concepts such as “intercultural competence,” ‘two-way adaptation,’ ‘global and local audiences’ from closely aligned fields of intercultural communication, World Englishes, and emerging media, students understand the evolutionary nature of media, discern the interactive relation between old and new media or literacies, engage the expanded notion of composition through active production and reflective consumption of an array of old and new media compositions, and gain insights into the rhetoricity of different mediums of composing.
