Date of Award
5-2014
Culminating Project Type
Thesis
Degree Name
English: Rhetoric and Writing: M.A.
Department
English
College
College of Liberal Arts
First Advisor
Dr. Robert Inkster
Second Advisor
Dr. Matthew Barton
Third Advisor
Dr. John Burgeson
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
English, writing, education, ESL, ELL, L2
Abstract
Most first-year college students today are “digital natives.” They have lived with computers and other digital technologies all of their lives, and they have used these technologies as pupils during virtually their entire pre-college education. Does the use of these technologies make these young people better students?
To explore this question further, I will concentrate on the first-year composition classroom and how multi-modal teaching that takes advantage of digital technologies may aid in the acquisition and retention of writing skills. As part of this study, I will also examine whether or not some aspects of writing pedagogy are better taught using more traditional modes of instruction. Based on my experiences as a graduate teaching assistant, a consultant in a writing center, and a former student of both types of classrooms, I believe that I can identify gaps that may exist in both traditional and digital modes of instruction, and suggest how the two modes can complement and enhance each other.
Recommended Citation
Fitzgerald, J. Corey, "Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms" (2014). Culminating Projects in English. 7.
https://repository.stcloudstate.edu/engl_etds/7
