First Half

Shipka tells her side of a dynamic story that entails multimodal artifacts, digital literacy, and composition as a mean to communicate effectively. She induces the notion of a new ways of instructing her audience to better communicate and learn. In her book, towards a Composition Made Whole, Shipka let us understand, as scholars and students those visual artifacts produced as a way to communicate is favorable for education and learning.
In her introduction, Shipka is dedicated to those who have had "the courage" to experiment with alternatives, meaning new ways of receiving a mass audience. According to Shipka, In a 2002 text that posits that perhaps the only thing that would make composition worth teaching is the discovery of new processes, materials, and products.
Shipka argues that there are much more ways to define learning as well as communication.
According to Shipka, one could argue that providing students opportunities to create text based on personal interests an d experiences represented the most profound shift.
In her profound book, Shipka insists that teaching children should be visual and with an outstanding presence thus letting students learn in a more reasonable efficient manner, i.e., sights, sounds, scents, and movements when instructing.
Shipka acknowledges that literacy and learning have always been multimodal, and that communication has always been a hybrid blending of visual, written, and aural forms (Hill 2004,109). Shipka reminds us that authoring, composing and composition are ways to execute proper communication.
In Chapter 1, Shipka expresses herself on the topic of multimodal communication in the classroom. The search for different 'modes' in the classroom where scholars can choose and negotiate for their communication purposes and basically, their learning. Shipka focuses her energy on expressing new technology has multimodal entities that makes a composition whole, i.e., sounds movements, sights and scents that play a role in any communication network or platform.
Rethinking composition means to reflect and embrace the splendor of the medium, according to Geoffrey Sirc (2002). Technology and written words on paper have both evolved over-time. Shipka researches the effect of teachers on composition, nevertheless them having an open mind, rather than a closed one. In so doing this, students will learn to appreciate their communicative techniques in and outside the classroom.