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This article traces a brief history of multimodal composition practices in the field of writing studies. It frames writing instruction through the theoretical lens of democratic pedagogy and presents the works of key composition scholars. The author then describes a mixed methods research study, conducted with first-year students on the STEM campus of a state comprehensive university. Students participated in a survey that asked their attitudes towards multimodal writing assignments, digitaldoi:10.5565/rev/jtl3.631 fatcat:clhbxa3iebdzvphtt72gw2stqy