ABSTRACT
Multimodality is not new to composition, but the field largely has not taken into account the ways in which other academic disciplines theorize equivalent composing processes as they apply to multimodal texts. By treating multimodality as "writing with a twist", writing instructors unnecessarily limit the possibilities afforded in looking beyond the traditional paper for means of expression. Within the field of composition, the various "modes" that make up multimodality are perhaps best articulated by the New London Group's "A Pedagogy of Multiliteracies: Designing Social Futures". Adding Hutcheon'smodes of engagement to the New London Group's six modes of meaning provides a more complete perspective to multimodal composition. Using adaptation theory as a starting point, students explore various methods of creating their own multimodal texts and think about how those texts might be best rendered. Adaptation theory helps students to explore what their situated audience would need to know to best interact with their project.
