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10. Robert Davis and Mark Shadle, interestingly, also cast this as an existing and ongoing equity issue: “The most successful students are often those who cut across the grain to mix discourses in intelligent ways, despite the structure of the course, while those who struggle cannot find voices despite, or because of, being told how they should sound” (31). In this scheme, if we don’t explicitly teach and assess multimodality and multiliteracy, we will just continue to tacitly penalize those who can’t do it. Access also Hitt.


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