ABSTRACT
The rhetorical impact of emergent media in scientific writing is complex. As new scientists must always be socialized with the current modes of visualization and communication, it is imperative that we incorporate multimodal textual production and analysis into the science writing classroom. Doing so would encourage students to see rhetorical invention as an inherently social activity, to see texts as interconnected boundary objects, and to adapt to the affordances of different media. This chapter will review research in multimodality with attention to areas where this theory might be transformed into pedagogy.
Buehl, J. (2016). Assembling Arguments: Multimodal Rhetoric and Scientific Discourse. Columbia: University of South Carolina Press.
Jack, J. (2009). A Pedagogy of Sight: Microscopic Vision in Robert Hooke’s Micrographia. Quarterly Journal of Speech, 95(2), 18.
