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dc.contributor.advisor Mitchell, Richard en_US Arellano, Alexia 2020-06-29T21:49:48Z 2020-06-29T21:49:48Z 2020 en_US 2020-06-29
dc.description.abstract Under the Universal Designs for Learning Framework, I examine the applications of multimodality in the First Year Composition classroom. It becomes increasingly clear that a varied approach to composition that uses different means of expression can enhance student understanding of rhetorical appeals, as doing so allows students to use an expansive selection of communicative tools. I argue that in order to create more entry points for student engagement and to help students recognize their own ability to construct meaning, the use of different mediums should be encouraged in traditional writing classrooms. To view one possible approach, I also examine the multimodal project in my First Year Composition class where students translated their written academic prose into different mediums
dc.description.statementofresponsibility by Alexia Arellano en_US
dc.format.extent iv, 0 pages en_US
dc.language.iso en_US en_US
dc.publisher California State University, Northridge en_US
dc.rights.uri en_US
dc.subject composition and rhetoric
dc.subject.other Dissertations, Academic -- CSUN -- English. en_US
dc.title Visual Rhetoric and Alternative Compositions in the Writing Classroom
dc.type Thesis en_US 2020-06-29T21:49:48Z
dc.contributor.department California State University, Northridge. Department of English en_US M.A. en_US
dc.contributor.committeeMember Baxter, Kent en_US
dc.contributor.committeeMember Spratt, Danielle en_US
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