Multimodal Composition Pedagogy Designed to Enhance Authors' Personal Agency: Lessons from Non-academic and Academic Composing Environments

This article argues that composing in multiple modes, especially when accompanied by revision and self-reflection, enhances compositional fluidity and encourages the exercise of personal agency. To illustrate and support their claims, the authors describe and share student work from two non-academic multimodal composing contexts as well as one college writing class.