Conclusion

    Multimodal Composition is innovative and exciting, and you can sense the energy and passion with which the authors share their knowledge as you work your way through the book’s chapters. Overall, this book is an excellent resource with practical advice, grounded in rhetorical theory, for incorporating into the composition classroom the literacies our students actually use in their lives, from socializing with friends to collaborating with co-workers. I think the authors make an excellent case for why composition teachers should try integrating multimodal composition into their classes, and the ideas and suggestions included provide a good foundation for doing just that. And, if you want further information about multimodal composition, there is an extensive list of resources at the back of the book. I would recommend Multimodal Composition to my fellow students of composition studies, as well as any instructors currently in the field. For, as Daniel Keller says in Chapter Five, “Exploration of a wider range of texts can only help improve our own teaching and students’ abilities to make meaning—alphabetically, aurally, visually” (p. 49).


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