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Taking stock: Multimodality in writing center users’ texts
ARTICLE

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Computers and Composition Volume 41, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

Though much scholarship exists suggesting why multimodal writing should be taught at the college-level and how it might be addressed in writing and multiliteracy centers, no previous studies have tried to document to what degree students are bringing multimodal texts to the writing or multiliteracy center. This article is a first attempt to study writing center users’ texts for multimodality. We find through studying users at a university with required multimodal instruction in two required first-year writing classes and advertised support for multimodal writing that few students bring multimodal texts to the writing center, few know what the term “multimodal” means, and none in the sample bring in texts composed in more than two modes. In the conclusion, we offer suggestions based on these findings for first-year writing instructors, writing center professionals, and for faculty teaching writing across the campus.

Citation

Grouling, J. & Grutsch McKinney, J. (2016). Taking stock: Multimodality in writing center users’ texts. Computers and Composition, 41(1), 56-67. Elsevier Ltd. Retrieved March 28, 2024 from .

This record was imported from Computers and Composition on January 31, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2016.04.003

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