What is going on here?

The following essay examines the benefits multimodal instruction and composition have on a student’s composing process(es)—namely, the abstraction to generalization progression. Though not an essay intended to provide empirical evidence for adequate modes of implementation or practice, this essay explores the nature of the abstraction-generalization progression and the degree to which incorporating multimodal instruction can foster said progression. As a theoretical venture, this essay constructs a framework outlining the necessity for multimodal instruction and composition in a classroom setting and the impact such incorporation has on a student’s ability to move from abstraction to generalization during her or his composing process. The purpose of such a framework is to increase an instructor’s awareness of this important issue and the need to implement such instruction in the university/college setting.