Defense Date

4-26-2022

Document Type

Thesis

Degree Type

Master of Arts

Degree Name

Composition, Rhetoric, and Digital Media

First Advisor

Mario D'Agostino, Ph.D.

Second Advisor

Eric Mason, Ph.D.

Third Advisor

Juliette Kitchens, Ph.D.

Keywords

Multimodality, multimedia, multiliteracy, remote learning, hybrid learning, COVID-19

Abstract

The shift toward remote and online learning brought on by the COVID-19 pandemic has had a significant impact on teaching multimodal composition at all levels. Part of this shift towards rethinking multimodal composition came from the challenges of moving what would be in person classes online. Drawing on the New London Group’s definition of multimodality (1996), this thesis examines the relationship between remote learning throughout the pandemic and the modalities and technologies used by composition instructors and students in first-year writing. Using interviews with six first-year writing instructors from a private university, this project explores how instructors encouraged students to compose multimodal texts and the contexts in which students composed during the pandemic. Ultimately, this thesis emphasizes the value of multimedia production as a flexible resource in remote composition classrooms for encouraging rhetorical thinking and facilitating student collaboration

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