Below is an abstract from my article in the February 2014 issue of Composition Forum.
Read the complete piece by following clicking here.
Recent explorations position multimodality as a largely curricular practice wherein the body typically is not figured as a potential mode of meaning making. Such a projection not only fails to acknowledge extracurricular uses of such a rhetoric but also fails to acknowledge the role of the body in and especially for composing. In hopes of countering this limited yet common understanding of multimodality, I consider an Auburn University 2004 defensive football play and sketch a picture of how embodied multimodality figures heavily in the literate activity surrounding college football. I end with a brief word on how Gunther Kress’s theory of multimodality encompassing the material and the bodily—two important concepts at play when examining football as literate activity—informs classroom practice through paving the way for embodied multimodal pedagogies. Ultimately, I hold that an analysis of extracurricular embodied multimodality in college football invites student-athletes to hone a beneficial form of second-nature embodied rhetoric absent in curricular multimodality.