Cheryl E. Ball
(West Virginia University)
(San Diego State University)
Kristin L. Arola
(Michigan State University)
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Expanded coverage of essential design and rhetorical concepts in Part One chapters give students a stronger foundation for multimodal composing. Examples and analysis of design terms such as color, formerly found in ix: visualizing composition, are now incorporated directly into the book, and new sections on multimodal genres position students to create their own projects.
A more flexible Write/Design! assignment now offers options for each project: an immersive multimodal and multimedia process or a more streamlined approach that allows students to incorporate multimodal elements into core assignments such as literacy narratives or rhetorical analyses.
More hands-on practice with Touchpoint activities, which suggest small-scale, small-stakes assignments that encourage students to apply new multimodal skills to their writing. Touchpoints work as standalone multimodal activities to practice rhetorical concepts or as scaffolding support for multimodal projects.
A new organization flexible structure for students and instructors during the multimodal process.
Updated examples and images pique students’ interest, showcase real-world write/design situations, and keep Writer/Designer relevant. New visuals include protest imagery from the Black Lives Matter movement, a "regendered" girls’ magazine cover, roller derby posters, and infographics.
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