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Abstract
This paper broadly addresses the concept of multi-modal learning as it may be engaged in teaching rhetoric. It highlights an example drawn from the author's teaching experience--the creation of "vidblinks" with cell phones--as it explains how multi-modal learning is essential to a well-considered engagement of rhetoric's teaching as far as it encompasses artistic and inartistic proof. Further, the paper explains how rhetoric itself is multi-modal as an architectonic practice drawing on, and substantively contributing to, the sum of the liberal arts.
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Rhetoric's teaching ceaselessly engages an interest in persuasion as a ...