[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597891-105":59,"doc-detail-597891-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","bridging-the-gaps-multimodal-theme-sets-in-the-global-composition-classroom","Bridging the Gaps - Multimodal Theme-Sets in the Global Composition Classroom","","Bridging the Gaps presents a pilot quasi-experimental study on multimodal theme-sets for first-year global composition classrooms with high L2 international student enrollment. It addresses how inclusion can intensify linguistic divides among international students, native speakers, and course texts, creating access and engagement challenges for instructors. The study compares two linguistically diverse mainstream writing classrooms to evaluate whether multimodal theme-sets better support students across literacy and cultural barriers through textual, visual, and aural scaffolding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridging-the-gaps-multimodal-theme-sets-in-the-global-composition-classroom/597891/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridging-the-gaps-multimodal-theme-sets-in-the-global-composition-classroom/597891.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in the global composition classroom?","Question",{"text":112,"@type":113},"The study addresses access and engagement difficulties caused by intensified linguistic divides between international students, native speakers, and course texts within mainstream writing instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do multimodal theme-sets aim to bridge literacy and cultural divides?",{"text":117,"@type":113},"They scaffold course material by reiterating core concepts through textual, visual, and aural modes, helping students engage across cultural and literacy barriers.",{"name":119,"@type":110,"acceptedAnswer":120},"What research design does the pilot study use?",{"text":121,"@type":113},"It uses a quasi-experimental approach comparing two linguistically diverse mainstream writing classrooms with significant L2 international student enrollment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597891,1792161938,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Bridging the Gaps: Multimodal Theme-Sets  \nin the Global Composition Classroom  \nAs international student enrollment increases on college campuses across the US, the landscape of the composition classroom is among the first to observe the shift in the student demographic. Though some international students benefit from developmental English and ESL initiatives, most will eventually experience the mainstream writing classroom. With inclusion, the linguistic divides between international students, native speakers, and course texts are exacerbated, and it is on the instructor to find ways to provide universal access to course material and engage students in an equitable manner. This pilot study examines the viability of multimodal theme-sets as a means of bridging the literacy and cultural divides that often subjugate international students within the mainstream composition classroom. This quasi-experimental study examines 2 linguistically diverse, mainstream writing classrooms with significant L2 international student enrollment to identify how multimodal theme-sets can more effectively engage students across existing cultural and literacy barriers.  \nIntroduction  \nStudent demographics in the first-year composition classroom  \nare changing. Instructors across the US, even among the least  \ndiverse campuses, have observed increased enrollment of L2 international students. Since 2005, international student enrollment at colleges and universities in the US has increased by 30%, with many institutions reporting record enrollment every year since 2007 (Institute of International Education, 2012) . While some of these students will likely benefit from remedial ESL programs and special sections of  \n94 • The CATESOL Journal 27.1 • 2015  \nfirst-year composition that cater specifically to incoming international students, most will eventually enroll in mainstream composition classrooms despite growing protests from faculty (Ruecker, 2011) . Writing classrooms have gone global so expeditiously that many instructors are left without the training necessary to fully integrate these linguistically diverse students into a cohesive classroom community. This leaves many instructors with the problem of bridging literaciesin a way that makes information equally accessible to all students. By exploring the potential of multimodal theme-sets, this article seeks to build the case for scaffolding course material in a manner that reiterates core concepts textually, visually, and aurally for students. Through a comparative analysis of two courses, it will explore how this technique can narrow the gap that exists between native and nonnative English speakers, fostering classroom community in a campaign for mutual growth.  \nFor the past decade, there has been a great deal of conversation regarding the importance of multimodalities in the field of composition. It is largely accepted now that the term multimodal refers to the hybrid texts that function in the digital world, using multiple sensory stimuli to convey a message to a particular audience. According to Hocks (2003), digital media require “a complex relationship between verbal and visual meanings . . . these [media] and the literacies they require are hybrid forms”(p. 630). The digital age, by nature, complicates the definition of writing. Those writing for digital environments are often required to incorporate audio or visual components to web texts or blogs to communicate more effectively with a particular audience. While writers still use textual components (i.e., written alphabetic language), these components are often insufficient to meet the needs of a 21st-century audience.  \nAs texts become more dynamic, varied approaches to composition instruction are vital, according to scholars such as McComiskey and Selfe. McComiskey (2000) explains that “excessive attention to just one [level . . . gives](level . . . gives) students a limited, unbalanced, and, I believe, inaccurate view of how writing ","cbCaim6rcAbLwGWU","https://ap.wps.com/l/cbCaim6rcAbLwGWU","pdf",610672,15,"English","# Introduction\n## Student demographics in the first-year composition classroom\n## Multimodality in composition instruction\n## Toward universally accessible course content","[{\"question\":\"What problem does the study address in the global composition classroom?\",\"answer\":\"The study addresses access and engagement difficulties caused by intensified linguistic divides between international students, native speakers, and course texts within mainstream writing instruction.\"},{\"question\":\"How do multimodal theme-sets aim to bridge literacy and cultural divides?\",\"answer\":\"They scaffold course material by reiterating core concepts through textual, visual, and aural modes, helping students engage across cultural and literacy barriers.\"},{\"question\":\"What research design does the pilot study use?\",\"answer\":\"It uses a quasi-experimental approach comparing two linguistically diverse mainstream writing classrooms with significant L2 international student enrollment.\"}]","Bridging the Gaps - Multimodal Theme-Sets in the Global Composition Classroom | PDF",1792085899,38]