For my summary from the list of articles, I chose “The Embodied Classroom: Deaf Gain in Multimodal Composition and Digital Studies”. This article challenges the thought that being deaf in school is a hindrance, but rather he thinks it is advantageous in ways. Through the lack of hearing, deaf people are better able at reading body language and other nonverbal cues that hearing people don’t focus on because they are relying on the audible factors to comprehend. An example used in the article of hearing getting in the way of learning is when teachers have students read aloud, because the focus is on listening to how the reader sounds, the students listening don’t fully comprehend and retain what is actually being said. And this issue happens in other aspects of learning that are heavily dependent on listening, like when a teacher gives a lecture. If the students are solely relying on listening to the speech, they can lose focus and lose sight of the important points of the lecture without proper body language. Deaf people use their bodies and faces to express a tone change when telling a story or in everyday conversation. Hearing people rely on their voices to portray their tones, which weakens their ability to fully convey a message in the in-depth way a deaf person can. In her own teaching style, Leeann, the author, uses nonverbal skits to aid her audible teaching as she sees it as a way to keep the students focused on how the information is being shared along with the information itself. And having both senses, sight and hearing, working together to encode the material being taught to them leads to better learning than just relying on hearing.