Cimasko, Tony, and Dong-shin Shin. "Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom." Written Communication, Volume 34 (4), 2017, 387-413.

With a focus on the discursive essence of multimodal writing, Cimasko and Shin used student work in varied formats, student interviews, and notes from observations to examine how one ESL writer transformed an argumentative composition into a video format. Though their subject felt greater restriction in her "authorial expression" in the video format, she expressed greater "semiotic resources to expand authorship." Concluding suggestions in the article encourage L2 writing instructors to engage students in multimodal tasks that span a variety of contexts and explicitly scaffold and arrange modes in ways that assist students with meaning-making and and using digital texts beyond the classroom as resources to inspire and propel L2 writing opportunities.

DePalma, Michael-John, and Kara Poe Alexander. "Harnessing Writers' Potential Through Distributed Collaboration: A Pedagogical Approach for Supporting Student Learning in Multimodal Composition." System, Volume 77, 2018, 39-49.

Our colleagues in other departments around campus can be our partners in teaching students how to craft multimodal compositions more skillfully. You know that supercool new graphic arts professor you have been hoping to meet? Reach out to invite collaboration that can better inform you and your students on how the visual can better inform messaging and communication. Practical involvement among faculty from disciplines such as art, graphic design, mass media, marketing, advertising, etc. can help us all broaden our knowledge of the powerful influential connection between imagery and language while filling essential gaps in our expertise and bringing a more distributed collaboration to our multimodal composition instruction.

Dusenberry, Lisa, et al. "Filter. Remix. Make.: Cultivating Adaptability Through Multimodality." Journal of Technical Writing and Communication, Volume 45 (3), 299-322.

Workers of the 21st century can expect to communicate information to a variety of audiences for a wide range of purposes through a multiple media and modes; thus, their ability to adapt and transform their messaging and communication to meet unique circumstances may very well be one element of their professional success. Multimodal composing offers students an opportunity to edit, reconfigure, and reformulate messaging to meet the workplace need for audodidactic employees ready "for their roles as empathetic mediators in the workplace."

Kim, YouJin, and Diane Belcher. " Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions." RELC Journal, Volume 5(1), 2020, 86-100. https://doi.org/10.1177/0033688220906943. Accessed 11 April 2022.

Kim and Belcher's 18 Korean college subjects wrote both traditional and multimodal compositions on the same topic. Regardless of the order in which subjects completed assignments, syntactic complexity was more advanced in the traditional written compositions, with T-units being the primary measure of such complexity; even so, grammatical accuracy on both assignments was congruent. Moreover, students spent double the amount of class time working on digital multimodal compositions (DMMC) than they did working on traditional compositions, perhaps revealing increased engagement on DMMC. While only half of the students perceived DMMC as being more helpful to their writing development, 13 of the 18 subjects reported an increased anxiety level when working on the traditional composition.

Lim, Jungmin, and Charlene Polio. "Multimodal Assignments in HIgher Education: Implications for Multimodal WritingTasks for L2 Writers." Journal of Second Language Writing, Volume 47, 2020, https://doi.org/10.1016/j.jslw.2020.10071. Accessed 11 April 2022.

Lim and Polio analyzed 161 syllabi and 104 multimodal writing assignments accross undergraduate disciplines to understand the kinds of multimodal tasks L2 students would likely be assigned. Their research provides valuable information to ESL instructors in higher education who must prepare non-native English speaking students for a variety of general education courses that span a variety of disciplines. Specifically, the article helped me to narrow the disciplinary foci of my projects to tasks such as summary and response writing, sentence combining with relative clauses, etc. The article encourages both linking course goals directly to designs of multimodal assignments and providing rationale that clearly explain a multimodal assignment's service to language development and communicative opportunities for students to create meaning in-action and in the context of an assignment itself.