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2018
Volume 45, Issue 3
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356
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Abstract

This article reports on a multimodal podcasting unit conducted during a two-week modified summer bridge program for at-risk incoming first-year students. The examples from student work show how teaching a multimodal genre encourages writers to draw from their prior knowledge of standardized genres learned in high school to effectively transition to college composition.

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/content/journals/10.58680/tetyc201829533
2018-03-01
2024-05-21
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  • Article Type: Research Article
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