Department

Digital Writing & Media Arts

Document Type

Article

Publication Date

6-7-2015

Abstract

This article traces a brief history of multimodal composition practices in the field of writing studies. It frames writing instruction through the theoretical lens of democratic pedagogy and presents the works of key composition scholars. The author then describes a mixed methods research study, conducted with first-year students on the STEM campus of a state comprehensive university. Students participated in a survey that asked their attitudes towards multimodal writing assignments, digital literacies, and learning outcomes. The author draws conclusions about the effectiveness of multimodal composition based on students’ responses and provides supplemental information on the types of assignments and examples of student work.

Journal

Bellaterra Journal of Teaching & Learning Language & Literature

Journal ISSN

2013-6196

Volume

8

Issue

2

First Page

33

Last Page

47

Digital Object Identifier (DOI)

10.5565/rev/jtl3.631

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