Epilogue
Finally in the epilogue, Palmeri offers three broad, non-prescriptive pedagogical goals for compositionists to integrate multimodal activities in “first-year composition programs, writing-across-the-curriculum initiatives, in undergraduate writing majors, and graduate writing programs” (149). From employing invention and revision processes to applying rhetorical theory across various modalities, and employing multimodal pedagogy for social change, Palmeri calls for small, unremitting multimodal pedagogies that can transform “our future by reinventing our past” (161).
Figure 4. Supermonkey
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