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- W2548687085 abstract "This project explores the intersection of two relatively recent phenomena in the field of rhetoric and composition: (1) the proliferation of undergraduate major programs in writing and rhetoric, particularly over the past decade, and (2) the increase in multimodal composing and the scholarship surrounding it. While many in the field have made scholarly contributions to each area of inquiry, we have yet to investigate the ways in which multimodal composing is implemented within undergraduate major programs in writing and rhetoric. This study attends to this exigence through a mixed methods approach that includes (1) administering a survey to 19 participating program representatives and (2) conducting case studies of three major programs in particular, each of which contains a different level of multimodal activity (low, medium, or high), is offered at a different institutional type, and is located within a different geographical region. Both the survey and the case studies gather data about the ways those staffing undergraduate major programs in writing and rhetoric teach, assess, and support multimodal composing, and the macro- and micro-level portraits provided via the data offer the field a lens through which to view the ways that curricula attentive to multimodality are designed and implemented within undergraduate major programs in writing and rhetoric.%%%%A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy.%%%%Summer Semester, 2014.%%%%July 1, 2014.%%%%Curricula, Multimodality, Rhetoric, Undergraduate Major, Writing%%%%Kathleen Blake Yancey, Professor Directing Dissertation; Andy Opel, University Representative; Kristie Fleckenstein, Committee Member; Michael Neal, Committee Member." @default.
- W2548687085 created "2016-11-11" @default.
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- W2548687085 date "2014-01-01" @default.
- W2548687085 modified "2023-09-27" @default.
- W2548687085 title "Now with more modes?: The curricular design and implementation of multimodality in undergraduate major programs in writing/rhetoric" @default.
- W2548687085 hasPublicationYear "2014" @default.
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