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International Bilingual Journal of Culture, Anthropology and Linguistics ...
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Advancing writing analytics methodologies: a hybrid approach to analyzing errors in automated rhetorical feedback
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In: World Languages and Cultures Conference Papers, Posters and Proceedings (2021)
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"I Don't Know if That Was the Right Thing to Do": Cross-Disciplinary/Cross-Institutional Faculty Respond to L2 Writing
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In: Janet K Tinoco (2021)
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Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality
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In: Journal of Multilingual Education Research (2021)
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Why Are We Doing This: How Students Find Meaning in Research Writing Across Contexts
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In: Doctoral Dissertations (2021)
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| 6 |
Female Fantastic in Anthologies: Gendering the Genre and its Discourse
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In: CLCWeb: Comparative Literature and Culture (2021)
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| 7 |
A Culture of Civic Action: Deliberative Pedagogy for Composition
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In: Theses and Dissertations (2021)
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| 8 |
Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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What's In a Mode: Writing Program Administrators' Perception, Value, and Implementation of Multimodality in First-Year Writing
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In: Doctoral Dissertations (2021)
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Abstract:
This study focuses on writing program administrators’ (WPAs) views towards the definition and value of multimodality within their first-year writing program curriculum. Furthermore, the study seeks to discover how first-year writing programs go about integrating a multimodal focus, including support structures that are in place, such as training, equipment, technology, and other resources. Multimodality has become a popular topic of discussion for those in Rhetoric/Composition, yet its program-wide implementation remains low. This study updates a 2005 study published in Composition Studies, which provided an overview of what participants labeled as multimodal or new media for their Composition classroom instruction (Anderson, Atkins, Ball, Millar, Selfe, & Selfe) Much of the scholarship on multimodality has centered on defining the concept, proposing practical ways to incorporate multimodality into instruction, and analyzing the pros and cons of its incorporation. So far, not much scholarship has been directly targeted to WPAs. This project explores the theoretical approaches to multimodality through curriculum implementation by presenting an overview of what works for writing programs across institutional contexts, from doctoral granting institutions to associate’s colleges. This research was explored through the theoretical frameworks of antiracism and utilitarianism. Methodology included surveys and semi-structured interviews via Zoom. Data analysis was used to identify themes of student and faculty perception of multimodality, balancing expectations and faculty experiences, and labor conditions. Implications for navigating curriculum changes while balancing structural disadvantages within programs are discussed. Further research is warranted for expanding this research into even more diverse contexts.
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Keyword:
first-year writing; implementation; multimodality; perceptions; Rhetoric and Composition; values; writing program administrators
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=7838&context=utk_graddiss
https://trace.tennessee.edu/utk_graddiss/6651
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| 10 |
BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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| 11 |
Getting Our Act(ivism) Together: Understanding and Fostering Secondary and University Teacher Advocacy Collaborations
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In: Dissertations, Theses, and Student Research: Department of English (2021)
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| 12 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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| 13 |
Using gamification to teach and engage students in the act of summary writing
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In: Journal of Media Literacy Education (2021)
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Echoing + Resistant Imagining: Filipino Student Writing Under American Colonial Rule
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In: Doctoral Dissertations (2021)
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| 15 |
Writing to Transgress: Autobiographies and Family Trees as Multimodal and Culturally Sustaining Writing Pedagogy
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In: Teaching/Writing: The Journal of Writing Teacher Education (2021)
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