This dissertation details an action research study designed to teach engineering students enrolled in a First Year Composition course understand and learn to use effective conventions of written communication. Over the course of one semester, students participated in an intervention that included embodied and constructive pedagogical practices within a rhetorical framework. The theoretical perspectives include Martha Kolln’s rhetorical grammar framework, embodied cognition, and Chi’s ICAP hypothesis. The study was conducted using an explanatory multi-methodological approach.
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- Doctoral Dissertation Educational Leadership and Policy Studies 2020