Project 3 – December 6, 2018

Horseback Riding Benefits Children 

with Disabilities


In order to have the best project to present at the CSW, I made my project appealing to my audience, college students. It is appealing to college students because it has bright colors which makes it attractive to look at. I made a smaller version of a jump course for horses. I used an old shoe box to create the base of my project. When completing the base, I cut the shoe box to make it a flat piece of cardboard. To make this look like grass, I covered it with green construction paper and made the sides have fringes. Then, I created small jumps with pipe cleaners as the standards (the part that holds the poles up) which held up small pieces of construction paper (poles) with typed text written all over it. Each standard has a number attached to it, so my audience knows which way to go through the course. They could choose to interact with the jump course by taking the plastic horses through it while following the numbered jumps. At the top of the back part of the box, I have signs (clouds and sun) that indicate how therapeutic riding benefits cognitive, social emotional, and physical health. Each sign is a different color, and the color of the poles corresponds to the type of health that it represents. I clearly met the requirements for the CSW because this jump course incorporates my main points of research while making it interesting and creative.  


When creating my project, I took the rhetorical appeals into consideration because I knew that it would make my argument stronger. I made sure to incorporate all of the rhetorical appeals of ethos, pathos, logos, and kairos into my multimodal transformation project. In order to show ethos in my project, I put a QR code image on the back of the shoe box. This QR code links to all of my sources that I have used for my research, so if someone wanted to verify my facts, they could scan the QR code with their phone. Also, pathos is shown in this project because everyone feels some emotions when hearing about therapeutic animals. They will feel even more emotions when I include children with disabilities and horses. Pathos is also built into this project because my audience was excited to come see it. I used logos by keeping my project in an organized structure. This is shown by including numbers on each jump and coordinating the colors of the signs with the poles. Kairos is shown in my project because my audience will be more aware about the effects of therapeutic riding after reading all of my facts. Therapeutic riding matters because it could help someone that is not already aware of it.


The most important points to emphasize in my project are showcased in a larger font. The most important point is that horseback riding benefits children with disabilities by improving their cognitive, social emotional, and physical health. This is represented on the stuffed animal horse and the background (clouds and sun). Additionally, the points that are less important are in smaller fonts which are the facts on the jump poles. As you can see in the images, the poles are smaller in contrast to the clouds and sun which shows that the information on the clouds and sun are more important. I also used 3 different fonts for the poles, sun/clouds, and title in order to draw attention to the different parts of my project. I used repetition in my project by color coordinating each of my facts with the type of health they correspond to. For example, the jumps that have yellow poles correspond to the yellow sun of physical health because that fact has to do with physical health. The same goes as followed for the other colored poles and their cloud color. Furthermore, I used repetition with my word choice to make it clear that horseback riding has a positive effect on the health of children with disabilities. I used the word health a lot at the top of the boot box so it would stand out.  


In order to arrange my project, I thought about what the most important points were and how I wanted my audience to view them. I made sure to include the title, “Horseback Riding Benefits Children with Disabilities’, in the center of the background because that was the title of my research paper and the point of researching my topic. This title had the largest font of all of my texts, and it was different than the others. Also, I included the clouds and sun at the top so they would pop out at my audience. I wanted them to know that horseback riding benefits the cognitive, social emotional, and physical health of children with disabilities. This way, even if they were just walking past my project, they could read it. By reading it, it spreads the awareness of therapeutic horseback riding benefits. Then, I had the facts on the jumps of the base of the box because they were less important than the title. These facts were proving my point that horseback riding benefits the cognitive, social emotional, and physical health of children with disabilities. I purposely made this font smaller and different from the title, so it would not stand out as much.


I chose this form of mediation because I thought that it showcased my research in a creative, while informative, way. This was the best way to show off my research because it incorporated a horseback riding related activity and facts. I decided to make the jump course because it gave me a way to incorporate many of the facts that I found throughout my research. My project was very visually appealing which made it a great way to attract my peers. It looks professionally polished because everything is typed, cut nicely, and organized. This makes my project very easy to read which was helpful to my audience. Everything was placed and done a specific way in order to make my project look the best that it could be. This was the hardest part of creating my project because I had to figure out a logical way to include my facts. Instead of organizing my facts in paragraphs, like the research paper, I used colors to keep them organized. This project gave me the opportunity to transform my research in a new way, which helped me accomplish the course outcome of multimodal design. I clearly composed using digital technologies which helped me understand that you can create many forms of visual information, but there are still things you can’t do with digital technology. I believe that the physical three-dimensional representation of my research was the best way to attract others, rather than creating a PowerPoint slideshow. 


 When reaching my audience through blogging, I have to compose my information differently than I did for the CSW because I can not physically talk to each person. I have to use my word choice more carefully because they can not see the excitement on my face and hear the emotion in my voice. That is one of the main focuses of the CSW that I really liked. It was fun to interact with my peers while teaching them about my topic. A lot of people were surprised to hear how much therapeutic riding can benefit children with disables and I expected that. I believe that my project did a great job of giving awareness about this topic. One thing that I did not like about the CSW is that many people were standing around, on their phones, and not interacting with the presenters. As a presenter, I found that to be frustrating because I would’ve liked to tell them about my project. If I could do this over, I would probably try to encourage them to come interact with the presenters more. Overall, I really enjoyed this opportunity to interact with my peers and share my research with them.


November 15, 2018

I think that my plan for the transmediation of my research is best for the CSW because it is interesting, fun, and interactive. In order to transform my research into a three-dimensional object, I am going to make a small jump course out of a flat shoebox. Each of the jumps will have facts on the “poles”. I will have plastic toy horses that my audience can use to go over the jumps. As they go over the jumps, they will read each of the facts on the jumps that will be in number order. All of the facts of the poles will correspond to a sign that it follows. The signs will consist of the different types of health that therapeutic riding benefits. These signs will be near a stuffed animal horse because it will draw attention to my project. All of these signs and facts will be on many bright colors. I will need a lot of semiotic resources to transform my research and they are as follows: construction paper, computer, tape, a stuffed animal horse, pipe cleaners, shoebox, scissors, etc.

November 13, 2018

The most important points in my research paper prove that therapeutic horseback riding has a positive effect on the cognitive, physical, and social emotional health of children with disabilities. I found that therapeutic riding can benefit cognitive health by improving sensory processing in children with autism and enhancing everyday skills. Additionally, therapeutic horseback riding has a positive effect on physical health by improving the symptoms of children with cerebral palsy. Also, it can help teach children to walk. The social emotional health of children with disabilities is also improved by therapeutic horseback riding. Therapeutic horseback riding helps children with disabilities form relationships and helps them communicate with others. These facts clearly show a direct positive effect of therapeutic horseback riding and the health of children with disabilities. At the CSW, it is most important for me to prove my point about therapeutic riding having a positive effect on the health of children with disabilities. I need to show my audience that this is a real thing that could help many people. By the end of the CSW, I hope that my peers and others are more aware of the positive effects of therapeutic riding.

November 1, 2018

Ethos, pathos, and logos have a huge part in my argument during my research paper. I have a lot of ethos in my research paper because I have sources for every fact that I have about therapeutic horseback riding and the positive effect it has on health in children with disabilities. Also, I use ethos by using a very credible source from my primary research. I interviewed a mom that has a son with cerebral palsy, and he has participated in therapeutic riding. This is credible because she personally saw the effects that therapeutic riding has on a child with a disability. In the beginning of my research paper, I use a lot of pathos because I let the audience know my personal connection to the topic of therapeutic horseback riding. I explain thoroughly that horseback riding has improved my life in a significant way and that the bond with my horse is something very special. Additionally, I have a huge about of logos in my research paper. I used many facts to back up my argument. All of these facts made my argument stronger which helped show my side of the argument. My audience should care about my topic because therapeutic riding can help children with disabilities which means that it could improve their quality of life. Many people may not know that therapeutic riding has a positive effect on children with disabilities, so my research will provide awareness about it.

October 30, 2018

During my primary research on therapeutic horseback riding and the health of children with disabilities, I found that therapeutic riding has a positive effect on the physical health of a child with cerebral palsy. I interviewed a mom, Tracy Lavender, that has a son with cerebral palsy and she described how therapeutic riding affected him. Lavender explained, “the time on the horse has changed his leg muscles & gait so much after years of sessions that the dr. & physical therapist swear this has helped him walk independently without any devices”. It is incredible that therapeutic riding can help someone in such a positive way. I think that Lavender’s son’s life has changed forever due to therapeutic riding. This linked to one of my secondary sources about cerebral palsy and therapeutic riding. In the journal article, “Effects of Hippotherapy and Therapeutic Horseback Riding on Postural Control Or Balance in Children with Cerebral Palsy: A Meta-Analysis” by Zadnikar et al., Zadnikar et al. performed a study that showed improvements in balance and postural control in the children with cerebral palsy. Zadnikar et al. clearly emphasized on the positive effect of therapeutic riding. There were no discrepancies between my primary and secondary research which makes my argument even stronger.

October 25, 2018

For my primary research on therapeutic riding and the effects children with disabilities, I did an interview with a family friend. Her son has cerebral palsy and he has participated in therapeutic riding before. I did this interview over email because of the short time period that I had to conduct my primary research. Although my interviewee’s responses were short, I got a lot of good information that I can use in my research. The most interesting thing I found through my primary research is that everything my interviewee said agrees with my secondary research. I got all of the responses that I was expecting without having any of my questions be bias. All of the responses were stating the positive effects that therapeutic riding has on a child with disabilities which are all helpful for my research.

October 23, 2018

Through my research, I found the peer reviewed article, The Effect of Therapeutic Riding on Classroom Attention of Children with Developmental Disabilities, and it explains all of effects of therapeutic horseback riding on the classroom attention of children with disabilities. This is a good source for my research because it gives me a lot of information on what therapeutic riding is and the effects it has. Morgan J. Patterson goes through the entire process of how therapeutic effects a child in many different ways. Patterson makes this interesting because she explains how adjusting arousal level provides for better attention on functional and academic tasks. This is proof on how therapeutic horseback riding improves cognitive health in children with disabilities. For further information on this source, visit this link: Therapeutic Riding and Classroom Attention Link