Mangialetti, Tony, authorPalmquist, Mike, advisorAmidon, Tim, committee memberBalgopal, Meena, committee member2023-08-282023-08-282023https://hdl.handle.net/10217/236902This thesis explored the connection between multimodality and writing across the curriculum (WAC) to learn what characteristics of multimodal activities, documents, and pedagogy could be used to increase the effectiveness of a WAC program. The thesis is based on a study during which 46 participants were surveyed and 16 of those participants were interviewed. Two leading WAC programs' websites were analyzed to determine the role multimodality played in each program. The surveys and interviews were analyzed using a grounded approach. The research supporting this study looked at WAC pedagogy—specifically writing to learn, writing engage, and writing in the disciplines—to learn what skills students are being asked to learn. Scholarship from WAC was also used to learn what WAC programs are currently doing with multimodality. From this research and study, seven principles were developed for WAC programs that seek to incorporate and implement multimodality.born digitalmasters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.multimodalityWACcritical thinkingwriting across the curriculumpedagogyText