Sentence examples for multimodal composition from inspiring English sources

The paper concludes with suggestions for pedagogy and research in multimodal composition.

Less attention has been devoted to multimodal composition from a holistic perspective.

These pedagogical approaches enable writing specialists to better support students' efforts to engage successfully in multimodal composition tasks.

Studies of multimodal composition have tended to examine separate modes, or have looked at connections between only a few selected available modes.

The essay advocates the pedagogical possibilities of disability theory as one approach to emphasizing the physical nature of writing and meaning-making in the multimodal composition classroom.

Multimodal composition curricula can productively use programmatic rubrics when those rubrics are part of an ecology of assessment that prioritizes feedback and adaptation.

This article examines two multimodal compositions produced with the support of a multiliteracy center.

We discover the need to own the complexity of multimodal compositions without risking assessment and pedagogical lock-in.

We analyze the website presentations of two new national contemporary art museum buildings, the Tate Modern Museum in London and the National Museum of 21st Century Arts (MAXXI) in Rome, to explore the ways in which multimodal compositions and architectural narratives are designed to communicate a museum's public image.

The article begins in the classroom, moves into a more theoretical analysis of the spread of educational content via platforms like Ted.com, and concludes with a discussion of a "writing viral video" assignment that I use to help undergraduate students examine the affordances and constraints of sharing their multimodal compositions and the possibility of going viral.

Because of the vast changes to the communication landscape over the last two decades, along with the influence of emerging technologies on students' writing practices, empirical studies that describe students' experiences in multimodal composing are required to determine how the goals and practices of composition teaching might be better supported and reimagined.