LAUSR

Abstract This article contends that the writing curriculum for “diverse classrooms” should be responsive to the resources students bring with them to the classroom and cultivate in them the multiple literacies needed to successfully navigate an increasingly global workplace and society. It also presents some findings from an experiment with and investigation into how diverse students in a college writing class responded to a curriculum and pedagogical approach framed around the idea of “a broad-based multiliteracies,” a curricular and pedagogical framework informed by recent developments in some aligned fields of rhetoric and composition—intercultural communication, literacy studies, media studies, and digital/new media studies.