This study examines the potential role of visuals in a first-year composition classroom. Essential theoretical questions include whether visual images have rhetorical power, and specifically, whether they can sustain an argument. If we suppose that visual images, like verbal texts, can be arranged to create or extend an argument, then the inclusion of visuals in a writing classroom becomes a question not of if but of how. Study findings and recommendations are relevant for first-year writing instructors, administrators, and others involved in the design and delivery of first-year writing programs.
","abstract_html":"<p>This study examines the potential role of visuals in a first-year composition classroom. Essential theoretical questions include whether visual images have rhetorical power, and specifically, whether they can sustain an argument. If we suppose that visual images, like verbal texts, can be arranged to create or extend an argument, then the inclusion of visuals in a writing classroom becomes a question not of if but of how. Study findings and recommendations are relevant for first-year writing instructors, administrators, and others involved in the design and delivery of first-year writing programs. </p>","abstract_has_math":false,"creators":["Morris, Montyne H."],"institution":null,"degree_name":"Master of Arts in Professional Writing (MAPW)","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Giddens","Dr. Mary Lou Odom"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-07-01T07:00:00Z","date_published":"2012-07-01T07:00:00Z","updated_at":"2026-07-24T02:42:45Z","subjects":["composition","teaching writing","visual component","college","english","rhetoric","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/etd/518","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Giddens","Dr. Mary Lou Odom"]},{"key":"dc:creator","label":"Author","values":["Morris, Montyne H."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-08-14T07:00:00Z"]},{"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 in Professional Writing (MAPW)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["composition","teaching writing","visual component","college","english","rhetoric","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/etd/518"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the potential role of visuals in a first-year composition classroom. Essential theoretical questions include whether visual images have rhetorical power, and specifically, whether they can sustain an argument. If we suppose that visual images, like verbal texts, can be arranged to create or extend an argument, then the inclusion of visuals in a writing classroom becomes a question not of if but of how. Study findings and recommendations are relevant for first-year writing instructors, administrators, and others involved in the design and delivery of first-year writing programs.
"]},{"key":"dc:title","label":"Title","values":["From the Margins to the Middle: Making Room for Visual Rhetoric in the Composition Classroom"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Giddens","Dr. Mary Lou Odom"],"dc:creator":["Morris, Montyne H."],"dc:date.available":["2012-08-14T07:00:00Z"],"dc:description.abstract":["This study examines the potential role of visuals in a first-year composition classroom. Essential theoretical questions include whether visual images have rhetorical power, and specifically, whether they can sustain an argument. If we suppose that visual images, like verbal texts, can be arranged to create or extend an argument, then the inclusion of visuals in a writing classroom becomes a question not of if but of how. Study findings and recommendations are relevant for first-year writing instructors, administrators, and others involved in the design and delivery of first-year writing programs.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/etd/518"],"dc:subject":["composition","teaching writing","visual component","college","english","rhetoric","Educational Assessment, Evaluation, and Research"],"dc:title":["From the Margins to the Middle: Making Room for Visual Rhetoric in the Composition Classroom"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in Professional Writing (MAPW)"]},"updated_at":"2026-07-24T02:42:45Z"}