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Secondary & Collegiate English Composition Education in Turkey: a Case Study of History and Present State
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In: English Dissertations (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Study 1 - Fred and his dog (revised with author vs respondent conditions) ...
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Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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Writing Fat: Rejecting the Logics of Anti-Fatness in the Teaching of Writing
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In: Embargoed Master's Theses (2022)
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Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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Defending Difference: Translingualism in the Composition Classroom
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In: All Graduate Plan B and other Reports (2022)
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Cutting and Pasting: The Rhetorical Promise of Scrapbooking as Feminist Inventiveness and Agency from the Margins
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Writing Difference: Student Ideologies and Translingual Possibilities ...
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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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Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners
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In: Languages ; Volume 6 ; Issue 3 (2021)
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Writing Difference: Student Ideologies and Translingual Possibilities
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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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The Ideal International Student: Intersections of Race, Gender, and Accent in International Multilingual Student Identity
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In: Doctoral Dissertations (2021)
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Generic Expectations in First Year Writing: Teaching Metadiscoursal Reflection and Revision Strategies for Increased Generic Uptake of Academic Writing
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In: Graduate Theses and Dissertations (2021)
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A Culture of Civic Action: Deliberative Pedagogy for Composition
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In: Theses and Dissertations (2021)
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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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BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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