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Date of Award
2019
Document Type
Campus Access Master's Report
Degree Name
Master of Science in Rhetoric, Theory and Culture (MS)
Administrative Home Department
Department of Humanities
Advisor 1
Marika Seigel
Committee Member 1
Karla Kitalong
Committee Member 2
Sarah Bell
Abstract
Multimodal composition has been making its way inside the first-year composition course for over thirty years now. UN1015 Composition instructors have manifested doubts and anxieties at the time of teaching multimodality in their classrooms. This report analyzes a particular case of study where the instructors of the second iteration of “MonsterComp” were asked to implement a set of Lesson Plan Guidelines in the last 4 weeks of class during Fall 2018 at Michigan Technological University and addresses the following question: How can Writing Program Administrators help graduate teaching instructors deal with teaching multimodality while at the same time fostering individual creativity? This project analyzes the results of distributing the guidelines to the instructors and how in doing this, instructors gained some confidence in their teaching while engaging creativity in the process.
Recommended Citation
Vidal Chiesa, Laura, "MULTIMODAL COMPOSITION AND PEDAGOGY: AN APPROACH FROM THE INSTRUCTOR'S POINT OF VIEW", Campus Access Master's Report, Michigan Technological University, 2019.