Multimodal Theme Sets : Article Analysis

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Bridging the Gaps: Multimodal Theme-Sets in the Global Composition Classroom Dr. Daniel Ruefman holds a PHD in Composition and Rhetoric/TESOL from Indiana University of Pennsylvania, A MA in Literature and Composition from Slippery Rock University of Pennsylvania, and a BA in Creative Writing from Edinboro University of Pennsylvania. Dr. Daniel Ruefman is the Associate Professor of Rhetoric and Composition at the; University of Wisconsin-Stout; The English and Philosophy Department College of Arts, Communications, Humanities and Social Sciences. University of Wisconsin Stout. He has numerous intellectual contributions of literary journal prose, poetry, books, journal articles, collections and presentations. He has also written several…show more content…
The researcher’s focus is to examine the effects of the access of versatile teaching tools that will increase literacy instruction (Ruefman, Daniel 2015). Interpretation and Methodology The methodology of this study were stated and explained by the researcher to compare two beginning composition courses that included compelling subject population cap of twenty-five L2 native speaking students. The first Course-A contained 9 nonnative English speaking, and 15 native English speaking students was established as the control group where students throughout the session read the assigned course text; and the second course B established as the theme-set course, contained 10 nonnative English speaking students, and 16 Native speaking students who were assigned the course text to read, as well as an issued multimodal theme-sets aligned to the course text by way of video, vlogs, podcasts, short essays, and web texts. Other utilized instruments and assessment methods that informed this research included observations and student surveys after each course session, and a portfolio tool that measured the student’s course achievement (Ruefman, Daniel 2015). Analysis/ Results Findings of these research data results were stated as producing interesting patterns, yet concerns with the validity due to a small subject population size with not all students completing the surveys. The first survey produced a small outcome of only 56% of student completion rate, and the
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