Inside Multimodal Composition

A variety of discourse modes and composition practice now pervade much of our mediated communication. Digital tools factor heavily in such composition, and increasingly its collaborative character.

Author: Andrew Morrison

Publisher: Hampton Press (NJ)

ISBN: 1612890016

Category: Language Arts & Disciplines

Page: 521

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A variety of discourse modes and composition practice now pervade much of our mediated communication. Digital tools factor heavily in such composition, and increasingly its collaborative character. They also have a bearing on our changing and indeed, merging, practices as designers, educators, and researchers. This wide-ranging and ambitious collection of largely project-based contributions addresses these developments with reference to the core notion of multimodality. The chapters take the social semiotics of this approach and relate it to a wide range of disciplines and intersections in a sociocultural perspective on design, mediation and learning. Production-based inquiry is also central and offers means of moving inside experimental and more established compositional processes and products. Some of the areas addressed include: critical issues in digital design; attention to media and materiality; persuasion and performativity; negotiating relations and networks; shaping mediated meaning making; reviewing historical aspects, genres and norms; exploring border crossings, identity and articulation; and moving multimodality into digital communication analysis. Graduate students and researchers in rhetoric, writing, new literacies, applied discourse studies, media and communication, and visual communication will find a variety of studies that are related theoretically and methodologically.

Multimodal Composition

Emerging Media, and College Writing Instruction was published by Routledge in 2019. His two coedited volumes—Bridging the Multimodal Gap: From Theory to Practice (Utah State UP, 2019), and Designing and Implementing Multimodal Curricula ...

Author: Shyam B. Pandey

Publisher: Routledge

ISBN: 9781000437263

Category: Language Arts & Disciplines

Page: 320

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This collection explores the role of individual faculty initiatives and institutional faculty development programs in supporting programmatic adoption of multimodal composition across diverse institutional contexts. The volume speaks to the growing interest in multimodal composition in university classrooms as the digital media and technology landscape has evolved to showcase the power and value of employing multiple modes in educational contexts. Drawing on case studies from a range of institutions, the book is divided into four parts, each addressing the needs of different stakeholders, including scholars, instructors, department chairs, curriculum designers, administrators, and program directors: faculty initiatives; curricular design and pedagogies; faculty development programs; and writing across disciplines. Taken together, the 16 chapters make the case for an integrated approach bringing together insights from unique faculty initiatives with institutional faculty development programs in order to effectively execute, support, and expand programmatic adoption of multimodal composition. This book will be of interest to scholars in multimodal composition, rhetoric, communication studies, education technology, media studies, and instructional design, as well as administrators supporting program design and faculty development.

Exploring Multimodal Composition and Digital Writing

Ferdig, Richard E. Chapter 14 Multimodal.Composition.for.Teacher.Candidates:.Models.for.K-12.Classroom.. Writing. ... Examples.of.lessons.and.tools.used.are.included. Chapter 15 Re-Imagine.Writing:.Multimodal.Literary.Analysis.in.

Author: Ferdig, Richard E.

Publisher: IGI Global

ISBN: 9781466643468

Category: Language Arts & Disciplines

Page: 352

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While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition. Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilize video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

Multimodal Composing in Classrooms

In such endeavors, students' identities and lifeworlds present potentials for their active engagement and connection inside multimodal literacies pedagogy. Constructing Felt Purpose for Embodied Learning As in all literacies, ...

Author: Suzanne M. Miller

Publisher: Routledge

ISBN: 9781136637797

Category: Education

Page: 176

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Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms. Authors elaborate key issues in transforming classrooms with student multimodal composing, including changes in teachers, teaching, and learning. Six action principles for teaching for embodied learning through multimodal composing are presented and explained. The rich illustrations of practice encourage both discussion of practical challenges and dilemmas and conceptualization beyond the specific cases. Historically, issues in New Literacy Studies, multimodality, new literacies, and multiliteracies have primarily been addressed theoretically, promoting a shift in educators’ thinking about what constitutes literacy teaching and learning in a world no longer bounded by print text only. Such theory is necessary (and beneficial for re-thinking practices). What Multimodal Composing in Classrooms contributes to this scholarship are the voices of teachers and students talking about changing practices in real classrooms.

Multimodal Composing in K 16 ESL and EFL Education

In addition, texts and images in school textbooks often fail to incorporate lived experiences and identifications of multilingual ... Informed by theories and empirical research on multimodal composing (e.g., Cimasko and Shin 2017; ...

Author: Dong-shin Shin

Publisher: Springer Nature

ISBN: 9789811605307

Category: Education

Page: 207

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This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development. The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics. This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.

Experimental Writing in Composition

And we should also recognize that other disciplines across campus are increasingly moving to multimodal texts in their courses and that our students need to know how to write to learn and write to inform and persuade in these forms as ...

Author: Patricia Suzanne Sullivan

Publisher: University of Pittsburgh Pre

ISBN: 9780822978152

Category: Language Arts & Disciplines

Page: 188

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A critical history of experimental writing theory and its aesthetic foundations and their application to current multimodal writing. Patricia Sullivan sheds new light on both the positive and negative aspects of experimental writing and its attempts to redefine the writing disciplines. She further articulates the ways that multimedia is and isn't changing composition pedagogies, and provides insights into resolving these tensions.

Multimodal Composition

with multimodal composition in their class may need to start slow and think small as they grow comfortable with such practices . Teachers in this situation , for instance , may find it sufficient to form a relationship with one ...

Author: Cynthia L. Selfe

Publisher: Hampton Press (NJ)

ISBN: STANFORD:36105123404308

Category: Education

Page: 270

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Provides information on using computer-aided instruction in the teaching of English language composition.

Multimodal Composing

Strategies for Twenty-First-Century Writing Consultations Lindsay A. Sabatino, Brian Fallon ... set up page 4 and page 1 (cover) information on one page in Word (landscape format, see recommended dimensions in figure 4.4) and the inside ...

Author: Lindsay A. Sabatino

Publisher: University Press of Colorado

ISBN: 9781607328469

Category: Language Arts & Disciplines

Page: 238

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Multimodal Composing provides strategies for writing center directors and consultants working with writers whose texts are visual, technological, creative, and performative—texts they may be unaccustomed to reading, producing, or tutoring. This book is a focused conversation on how rhetorical, design, and multimodal principles inform consultation strategies, especially when working with genres that are less familiar or traditional. Multimodal Composing explores the relationship between rhetorical choices, design thinking, accessibility, and technological awareness in the writing center. Each chapter deepens consultants’ understanding of multimodal composing by introducing them to important features and practices in a variety of multimodal texts. The chapters’ activities provide consultants with an experience that familiarizes them with design thinking and multimodal projects, and a companion website (www.multimodalwritingcenter.org) offers access to additional resources that are difficult to reproduce in print (and includes updated links to resources and tools). Multimodal projects are becoming the norm across disciplines, and writers expect consultants to have a working knowledge of how to answer their questions. Multimodal Composing introduces consultants to key elements in design, technology, audio, and visual media and explains how these elements relate to the rhetorical and expressive nature of written, visual, and spoken communication. Peer, graduate student, professional tutors and writing center directors will benefit from the activities and strategies presented in this guide. Contributors: Patrick Anderson, Shawn Apostel, Jarrod Barben, Brandy Ball Blake, Sarah Blazer, Brenta Blevins, Russell Carpenter, Florence Davies, Kate Flom Derrick, Lauri Dietz, Clint Gardner, Karen J. Head, Alyse Knorr, Jarret Krone, Sohui Lee, Joe McCormick, Courtnie Morin, Alice Johnston Myatt, Molly Schoen, James C. W. Truman

Designing and Implementing Multimodal Curricula and Programs

In addition, the orientation of the multimodal composition in freshman courses offers several opportunities. A first advantage is the increase in motivation in young people. In general, students are committed to the development of the ...

Author: J. C. Lee

Publisher: Routledge

ISBN: 9781351659741

Category: Language Arts & Disciplines

Page: 290

View: 881

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This volume presents a comprehensive overview of multimodal approaches to curriculum and programmatic implementation across a diverse range of teaching environments and across geographic and cultural boundaries. Featuring contributions from scholars within and across both disciplines, the book examines the ways in which new technologies link to expanding definitions of literacy and, building on this, how multimodal approaches might most effectively address the unique opportunities and challenges instructors face in contemporary classrooms and professional development programs. Chapters draw on case studies from both existing scholarship and findings from the authors’ own experiences in practice, including examples from writing, rhetoric, and composition courses, open online learning courses, and interdisciplinary faculty training programs. The final section of the book showcases how the conversation might be further extended to address increasingly multilingual classrooms by exploring how multimodality has been implemented in transnational settings. Engaging with key questions at the intersection of programmatic and curricular development and multimodal studies, this book is a fundamental resource for graduate students and scholars in multimodality, rhetoric studies, language education, applied linguistics, and communication studies.

Why Multimodal Literacy Matters

(Re)conceptualizing Literacy and Wellbeing through Singing-Infused Multimodal, Intergenerational Curricula Rachel Heydon, Susan O'Neill. Morrison, A. (2010a). ... In A. Morrison (Ed.), Inside multimodal composition (pp. 27–64).

Author: Rachel Heydon

Publisher: Springer

ISBN: 9789463007085

Category: Education

Page: 156

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Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people’s prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula. Educators and researchers alike will find in the pages of this interdisciplinary book responses to the question of why multimodal literacy might matter and a sample curriculum designed to foster the expansion of people’s literacy and identity options across the lifespan. /div

Forum Based Role Playing Games as Digital Storytelling

Views from the inside out. In Morrison, A. (Ed.). Inside multimodal composition (pp. 3–26). Cresskill, NJ: Hampton Press. Murray, J. (1997). Hamlet on the holodeck: The future of narrative in cyberspace. New York: The Free Press.

Author: Csenge Virág Zalka

Publisher: McFarland

ISBN: 9781476672847

Category: Social Science

Page: 215

View: 717

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When people hear the term “role-playing games,” they tend to think of two things: a group of friends sitting around a table playing Dungeons & Dragons or video games with exciting graphics. Between those two, however, exists a third style of gaming. Hundreds of online forums offer gathering places for thousands of players—people who come together to role-play through writing. They create stories by taking turns, describing events through their characters’ eyes. Whether it is the arena of the Hunger Games, the epic battles of the Marvel Universe or love stories in a fantasy version of New York, people build their own spaces of words, and inhabit them day after day. But what makes thousands of players, many teenagers among them, voluntarily type up novel-length stories? How do they use the resources of the Internet, gather images, sounds, and video clips to weave them into one coherent narrative? How do they create together through improvisation and negotiation, in ways that connect them to older forms of storytelling? Through observing more than a hundred websites and participating in five of them for a year, the author has created a pilot study that delves into a subculture of unbounded creativity.

Exploring Digital Design

Inside the rings of saturn. Computers and Composition, 22(1), 87–100. Morrison, a. (Ed.) (2010). Inside multimodal composition. Cresskill n.J.: Hampton press. Morrison, a., Sem, I., & Havnør, M. (2010).

Author: Ina Wagner

Publisher: Springer Science & Business Media

ISBN: 1849962235

Category: Computers

Page: 296

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Exploring Digital Design takes a multi-disciplinary look at digital design research where digital design is embedded in a larger socio-cultural context. Working from socio-technical research areas such as Participatory Design (PD), Computer Supported Cooperative Work (CSCW) and Human-Computer Interaction (HCI), the book explores how humanities offer new insights into digital design, and discusses a variety of digital design research practices, methods, and theoretical approaches spanning established disciplinary borders. The aim of the book is to explore the diversity of contemporary digital design practices in which commonly shared aspects are interpreted and integrated into different disciplinary and interdisciplinary conversations. It is the conversations and explorations with humanities that further distinguish this book within digital design research. Illustrated with real examples from digital design research practices from a variety of research projects and from a broad range of contexts Exploring Digital Design offers a basis for understanding the disciplinary roots as well as the interdisciplinary dialogues in digital design research, providing theoretical, empirical, and methodological sources for understanding digital design research. The first half of the book Exploring Digital Design is authored as a multi-disciplinary approach to digital design research, and represents novel perspectives and analyses in this research. The contributors are Gunnar Liestøl, Andrew Morrison and Christina Mörtberg in addition to the editors. Although primarily written for researchers and graduate students, digital design practioners will also find the book useful. Overall, Exploring Digital Design provides an excellent introduction to, and resource for, research into digital design.

Creating Inclusive Writing Environments in the K 12 Classroom

We can begin by searching for models of multimodal writing in our daily lives, in order to analyze them. Here are two examples of multimodal composition that I consumed on social media this week: After a teacher friend took care to ...

Author: Angela Stockman

Publisher: CRC Press

ISBN: 9781000174939

Category: Education

Page: 248

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Timely and accessible, this book offers tangible strategies that will help teachers plan and sustain writing workshop experiences that are responsive to the needs of their specific students. Angela Stockman helps teachers understand why some writers may fail to meet their expectations and how to help all writers reach their fullest potential. Organized in three parts, this book reframes common narratives about resistant writers, empowers teachers to design, lead and refine their workshop, and provides a toolkit to do so. The appendices and eResources included provide teachers with instructions for mini-lessons and learning targets that support multimodal composition, perfect for pre-service and in-service teachers.

Remixing Composition

A History of Multimodal Writing Pedagogy Jason Palmeri. translation as a dynamic process of moving between internal multimodal representations of knowledge (in the mind) and external multimodal representations (on the computer or the ...

Author: Jason Palmeri

Publisher: SIU Press

ISBN: 9780809330898

Category: Language Arts & Disciplines

Page: 194

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Jason Palmeri’s Remixing Composition: A History of Multimodal Writing Pedagogy challenges the longheld notion that the study and practice of composition has historically focused on words alone. Palmeri revisits many of the classic texts of composition theory from the 1960s, 1970s, and 1980s, closely examining how past compositionists responded to “new media.” He reveals that long before the rise of personal computers and the graphic web, compositionists employed analog multimedia technologies in the teaching of composition. Palmeri discovers these early scholars anticipated many of our current interests in composing with visual, audio, and video texts. Using the concept of the remix, Palmeri outlines practical pedagogical suggestions for how writing teachers can build upon this heritage with digital activities, assignments, and curricula that meet the needs of contemporary students. He details a pluralist vision of composition pedagogy that explains the ways that writing teachers can synthesize expressivist, cognitive, and social-epistemic approaches. Palmeri reveals an expansive history of now forgotten multimodal approaches to composing moving images and sounds and demonstrates how current compositionists can productively remix these past pedagogies to address the challenges and possibilities of the contemporary digital era. A strikingly original take on the recent history of composition, Remixing Composition is an important work for the future of writing instruction in a digital age.

Multimodal Literacies and Emerging Genres

The chapters in this collection take us inside the programs and classrooms where writing curricula are being trans— formed. Students and faculty discuss their work and begin to describe how particular assignments requiring multimodal ...

Author: Tracey Bowen

Publisher: University of Pittsburgh Press

ISBN: 9780822978046

Category: Language Arts & Disciplines

Page: 296

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A student’s avatar navigates a virtual world and communicates the desires, emotions, and fears of its creator. Yet, how can her writing instructor interpret this form of meaningmaking? Today, multiple modes of communication and information technology are challenging pedagogies in composition and across the disciplines. Writing instructors grapple with incorporating new forms into their curriculums and relating them to established literary practices. Administrators confront the application of new technologies to the restructuring of courses and the classroom itself. Multimodal Literacies and Emerging Genres examines the possibilities, challenges, and realities of mutimodal composition as an effective means of communication. The chapters view the ways that writing instructors and their students are exploring the spaces where communication occurs, while also asking “what else is possible.” The genres of film, audio, photography, graphics, speeches, storyboards, PowerPoint presentations, virtual environments, written works, and others are investigated to discern both their capabilities and limitations. The contributors highlight the responsibility of instructors to guide students in the consideration of their audience and ethical responsibility, while also maintaining the ability to “speak well.” Additionally, they focus on the need for programmatic changes and a shift in institutional philosophy to close a possible “digital divide” and remain relevant in digital and global economies. Embracing and advancing multimodal communication is essential to both higher education and students. The contributors therefore call for the examination of how writing programs, faculty, and administrators are responding to change, and how the many purposes writing serves can effectively converge within composition curricula.

Twenty Writing Assignments in Context

“assessing Multimodal student Work. ... “The First digital native Writing instructors and the Future Multimodal Composition Classroom.” BWE. ... “Writing in the 21st Century: a Report from the national Council of Teachers of English.

Author: Melissa Bender

Publisher: McFarland

ISBN: 9781476665092

Category: Literary Criticism

Page: 288

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Twenty original, classroom-tested assignments: This innovative collection of college writing assignments explores the practical applications of each lesson. Drawing upon current best practices, each chapter includes a discussion of the rationale behind the assignment, along with supplemental elements such as guidelines for evaluation, prewriting exercises and tips for avoiding common pitfalls. The assignments are designed for a range of courses, from first-year composition to upper-division writing in various disciplines.

Multiliteracies Emerging Media and College Writing Instruction

These authors argue that functional, critical, and rhetorical training in multimodal ... make the current rhetoric of multimodal composition a reality in undergraduate writing programs across the country (Anderson et al., 2006)” (19).

Author: Santosh Khadka

Publisher: Routledge

ISBN: 9780429536434

Category: Language Arts & Disciplines

Page: 174

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This book proposes a broad-based multiliteracies theory and praxis for college writing curriculum. Khadka expands on the work of the New London Group’s theory of multiliteracies by integrating work from related disciplinary fields such as media studies, intercultural communication, World Englishes, writing studies, and literacy studies to show how they might be brought together to aid in designing curriculum for teaching multiple literacies, including visual, digital, intercultural, and multimodal, in writing and literacy classes. Building on insights developed from qualitative analysis of data from the author’s own course, the book examines the ways in which diverse groups of students draw on existing literacy practices while also learning to cultivate the multiple literacies, including academic, rhetorical, visual, intercultural, and multimodal, needed in mediating the communication challenges of a globalized world. This approach allows for both an exploration of students’ negotiation of their cultural, linguistic, and modal differences and an examination of teaching practices in these classrooms, collectively demonstrating the challenges and opportunities afforded by a broad-based multiliteracies theory and praxis. This book will be of particular interest to scholars and researchers in writing studies, rhetoric and communication studies, multimodality, media studies, literacy studies, and language education.

Engaging 21st Century Writers with Social Media

Further, Jason Palmeri (2012) argues that composing and teaching multimodal texts reinforce process pedagogy and a ... Claire Lutkewitte (2014) has assembled a powerful collection of scholarship in Multimodal Composition: A Critical ...

Author: Bryant, Kendra N.

Publisher: IGI Global

ISBN: 9781522505631

Category: Computers

Page: 306

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Basic composition courses have become a fundamental requirement for the major of university degrees available today. These classes allow students to enhance their critical thinking, writing, and reading skills; however, frequent use of technology and online activity can be detrimental to students’ comprehension. Engaging 21st Century Writers with Social Media is a pivotal reference source for the latest research on the integration of social media platforms into academic writing classes, focusing on how such technology encourages writing and enables students to grasp basic composition skills in classroom settings. Highlighting emerging theoretical foundations and pedagogical practices, this book is ideally designed for educators, upper-level students, researchers, and academic professionals.

MULTIMODAL COMPOSITION AND PEDAGOGY

Abstract : Multimodal composition has been making its way inside the first-year composition course for over thirty years now.

Author:

Publisher:

ISBN: OCLC:1152196424

Category:

Page:

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Abstract : Multimodal composition has been making its way inside the first-year composition course for over thirty years now. UN1015 Composition instructors have manifested doubts and anxieties at the time of teaching multimodality in their classrooms. This report analyzes a particular case of study where the instructors of the second iteration of "MonsterComp" were asked to implement a set of Lesson Plan Guidelines in the last 4 weeks of class during Fall 2018 at Michigan Technological University and addresses the following question: How can Writing Program Administrators help graduate teaching instructors deal with teaching multimodality while at the same time fostering individual creativity? This project analyzes the results of distributing the guidelines to the instructors and how in doing this, instructors gained some confidence in their teaching while engaging creativity in the process.

Developing Writers in Higher Education

The eportfolio, then, is “a composition . . . operating inside multiple networks” (Yancey et al.), and as such, it asks its ... Ariana, and Abby, who explicitly separated design from argument in their discussions of multimodal writing.

Author: Anne R Gere

Publisher: U OF M DIGT CULT BOOKS

ISBN: 9780472037384

Category: Education

Page: 384

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For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence. This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors. This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.