More than words: a multimodal analysis portfolio for the digital era

Abstract

This article presents a redesigned Multimodal Analysis Portfolio that replaces a traditional critique essay in an academic writing course at a United Arab Emirates (UAE) university. The assignment responds to challenges posed by generative AI and emphasizes process, student voice, and digital literacy. Multilingual first-year students compose across modes, including video, text, images, and collaborative digital platforms, to analyze an article, connect ideas to personal and real-world examples, and synthesize their insights in a final written response. Classroom observations and submitted work indicate greater engagement, stronger ownership of ideas, and more authentic communication than in text-only tasks. The article concludes with practical implications and guidance for adapting the multimodal portfolio in diverse educational contexts. This design-focused article is intended as a replicable pedagogical model for writing instructors and curriculum designers seeking resilient assessment practices in AI-influenced learning environments.