Looking at multimodal composition through the perspective of disability studies, this thesis explores the links between multiple intelligences and multimodality to discover the rhetorical skills students report learning as a result of this method of teaching. The exploration of this topic includes a study involving students enrolled at a small Midwestern university. A qualitative approach was used, with the author directly interviewing students about their experiences with multimodal composition to determine the skills developed as a result of this approach. Prior to the interview, the student volunteers took a test based on Howard Gardner’s theory of multiple intelligences. This test was included to discover any links between multimodal composition, multiple intelligences and rhetorical skills students reported developing. Using grounded theory as a foundation, the author analyzed the study results and concluded by suggesting a pedagogy framed in universal design for learning that provides access to the composition classroom to all students.
","abstract_html":"<p>Looking at multimodal composition through the perspective of disability studies, this thesis explores the links between multiple intelligences and multimodality to discover the rhetorical skills students report learning as a result of this method of teaching. The exploration of this topic includes a study involving students enrolled at a small Midwestern university. A qualitative approach was used, with the author directly interviewing students about their experiences with multimodal composition to determine the skills developed as a result of this approach. Prior to the interview, the student volunteers took a test based on Howard Gardner’s theory of multiple intelligences. This test was included to discover any links between multimodal composition, multiple intelligences and rhetorical skills students reported developing. Using grounded theory as a foundation, the author analyzed the study results and concluded by suggesting a pedagogy framed in universal design for learning that provides access to the composition classroom to all students.</p>","abstract_has_math":false,"creators":["Dill, M. Lynn"],"institution":null,"degree_name":"Master of Arts","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Bradley Smith, Ph.D.","Amanda Athon, Ph.D.","Becky Nugent, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-01T07:00:00Z","date_published":"2016-07-01T07:00:00Z","updated_at":"2026-07-24T02:24:36Z","subjects":["composition","disability studies","multiple intelligences","multimodality","rhetorical skills","universal design","Curriculum and Instruction","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opus.govst.edu/theses/85","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bradley Smith, Ph.D.","Amanda Athon, Ph.D.","Becky Nugent, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Dill, M. Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["composition","disability studies","multiple intelligences","multimodality","rhetorical skills","universal design","Curriculum and Instruction","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opus.govst.edu/theses/85"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Looking at multimodal composition through the perspective of disability studies, this thesis explores the links between multiple intelligences and multimodality to discover the rhetorical skills students report learning as a result of this method of teaching. The exploration of this topic includes a study involving students enrolled at a small Midwestern university. A qualitative approach was used, with the author directly interviewing students about their experiences with multimodal composition to determine the skills developed as a result of this approach. Prior to the interview, the student volunteers took a test based on Howard Gardner’s theory of multiple intelligences. This test was included to discover any links between multimodal composition, multiple intelligences and rhetorical skills students reported developing. Using grounded theory as a foundation, the author analyzed the study results and concluded by suggesting a pedagogy framed in universal design for learning that provides access to the composition classroom to all students.
"]},{"key":"dc:title","label":"Title","values":["Mapping New Routes to Composition: Allowing Access Through Universal Design for Learning"]}]}],"canonical_facts":{"dc:contributor":["Bradley Smith, Ph.D.","Amanda Athon, Ph.D.","Becky Nugent, Ph.D."],"dc:creator":["Dill, M. Lynn"],"dc:date.available":["2017-01-06T08:00:00Z"],"dc:description.abstract":["Looking at multimodal composition through the perspective of disability studies, this thesis explores the links between multiple intelligences and multimodality to discover the rhetorical skills students report learning as a result of this method of teaching. The exploration of this topic includes a study involving students enrolled at a small Midwestern university. A qualitative approach was used, with the author directly interviewing students about their experiences with multimodal composition to determine the skills developed as a result of this approach. Prior to the interview, the student volunteers took a test based on Howard Gardner’s theory of multiple intelligences. This test was included to discover any links between multimodal composition, multiple intelligences and rhetorical skills students reported developing. Using grounded theory as a foundation, the author analyzed the study results and concluded by suggesting a pedagogy framed in universal design for learning that provides access to the composition classroom to all students.
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