Teaching English in the Two-Year College May 2025

Feature: Faculty Perceptions of Multimodality in Community College Composition Classrooms in Tennessee and Virginia

Julie Eng ; Susan Fries

Abstract

This study addresses faculty perceptions of multimodality and multimodal assignments across the majority of community colleges in Tennessee and Virginia. Our sample size was 117 English instructors/professors; of those, eight participants were interviewed. We found that the definition itself causes confusion, though 70 percent of respondents do implement at least one multimodal assignment in both Composition I and II. Also, we found great variation in the value that instructors place on multimodality, indicating a significant need for more shared resources, examples, and professional development training for English community college faculty.

Journal
Teaching English in the Two-Year College
Published
2025-05-01
DOI
10.58680/tetyc2025524376
CompPile
Open Access
Closed
Topics
first-year composition writing pedagogy two-year college professional writing multimodality
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