Abby Koenig

Professor Abby Koenig is Lecturer of Communication Studies at the University of Houston - Downtown. 


Abby Koenig

Professor Abby Koenig is Lecturer of Communication Studies at the University of Houston - Downtown. 

My name is Abby Koenig and I am a Lecturer of Communication Studies at the University of Houston - Downtown.
My areas of expertise include Media Studies, Social Media Studies, Digital Media, Public Speaking, and Intercultural Communication.
I am currently a PhD student in the Technical Communication and Rhetoric program at Texas Tech University. My
research interests include Digital Rhetoric, Agency and Algorithms, and Digital Activism
Select Teaching Experience, Writings, and Conference Presentations below. For complete Curricula Vitae please see: Abby Koenig CV
University of Houston – Downtown                                                                                               2012-2017
Social Media and Contemporary Communication (developed for Spring 2016,              
Service Learning Designated Course)
Advanced Media Studies
Introduction to Communication Theory
Introduction to Speech Communication
Intercultural Communication
Introduction to Public Speaking
Media Effects Theory (developed Spring 2013)
Race, Ethnicity and Communication
Interpersonal Communication
Koenig, A., & McLaughlin, B. (2017). Change is an emotional state of mind:                            2017
Behavioral responses to online petitions. New Media & Society, 1461444817689951        
“A Lifetime of Regret and the Barbie Hotdog Stand,”
The Community College Moment, Lane Community College, Eugene, OR.                                 2015

Contributing writer Arts & Culture, TX. Houston, TX                                                              2012-2017

Conference Papers/Presentations
“Connecting Students through Online Collaboration Software”
University of Houston, Innovative Teaching & Learning Symposium,                                          2017

“Connecting Students through Online Collaboration Software”
Houston Community College, Faculty Conference                                                                              2017

“Connecting Students through Online Collaboration Software”
University of Houston – Downtown Teaching & Learning Symposium,                                       2016
“Like My Activism?: Examining Motivation of Online Petition Signers Through
Textual Analysis,” Southern States Communication Association Conference,                           2016

“You Better Sign My Petition Or Else: A Sentiment Analysis of Online Petition Signers,”        2016
Research Network Forum CCCC,                                                                                                              
Outstanding Lecturer of the Year, Finalist, University of Houston – Downtown                       2017
HCC Bedichek-Orman Grant, Houston Community College,                                                           2016
Service Learning Grant, University of Houston – Downtown,                                                        2016
Individual Artist Grant, Houston Arts Alliance,                                                                         2015-2016

Teaching Statement

Teaching Statement

Abigail Koenig
Lecturer, Communication Studies; University of Houston – Downtown
PhD Student, Technical Communication & Rhetoric, Texas Tech University
My Approach to Teaching: Aristotle is quoted with saying “It is the mark of an educated mind to be able to entertain a thought without accepting it.” As technical communicators, our words have a power that transcends, and many young minds come into their college years unable to wholly grasp the power of those words and the ethics therein. In an era of fake news and content reuse, there is a general acceptance of “if I read it, it must be true.” I feel it is my job to not only present truths but to also present skepticisms. As an instructor of technical communication and professional writing, I want my students to understand that questioning the words around them is a good thing. In my opinion, this is the purpose of a higher education: looking beyond the words to get to the meaning. 
Dialogue Driven Approach. This style of teaching is facilitated through a dialogue. Throughout the daily lesson, I ask questions of the class that pertain to their understanding of the topic and how it is incorporated into their writing. I make sure that students understand my classroom is an open environment where they are free to ask questions without fear of judgment or contempt; all respectful inquiries are welcome. I have watched this ethical approach help students apply their learnings to real-world situations, including their own lives. It is a thrill to see light bulbs go off as students evaluate lessons through critical analysis. 
To foster this open dialogue, I begin class with a “question of the day” pertaining to the daily topic. Students first write their response, and then we turn those responses into a class conversation. This is two-pronged: it is a writing activity and an open reflection. I move our daily talks into online discussion forums, as well.  This online/offline discussion also encourages reticent students to participate. To evaluate the effectiveness of this approach, written discussions are assessed through a checklist. Additionally, I use these discussions to foster formative analysis; as the course progresses, we return to many of these discussions and reflect.  
New Media Approach. To enhance the traditional lecturing and written work, I find students respond well to videos and images. We live in a visual culture and, for better or worse, young adults have grown up with online videos. I have found that incorporating contemporary videos (TV shows and movie clips) and news broadcasts help broaden understanding and tie the daily topic to relatable scenarios. In fall 2015, in fact, I presented how to use YouTube videos in the classroom at the Michigan State University Center for Research on Writing in a Digital Environment annual conference–in a video presentation. This method has been continuously affirmed through my student evaluations, which regularly exceed department averages. 
Additionally, I have been teaching online classes for four years and have worked very hard to improve student engagement in this space. As any online instructor can attest, it is a struggle to keep students engaged in asynchronous courses. To combat disinterest, I foster that same dialogic approach approach, through discussions that require conversation amongst peers; these are evaluated based on quality of interaction, along with content. With respect to the medium, I encourage students to submit relevant assignments with links to videos, blogs and memes, I create short video lectures for each lesson, and I require that online groups use Skype/FaceTime or other video conferencing. 
Personal Growth Approach. To grow as a professor and a scholar, I am currently working towards a PhD in Technical Communication and Rhetoric from Texas Tech University’s esteemed program. My areas of research are online communication, algorithmic agency, and rhetorical spaces such as social media and online activism. While I did not have a previous academic background in Technical Communication, I have been learning that much of my professional work is technical and professional writing. I just didn’t know it before! Learning along with my students as I grow as a scholar, and incorporating real-world examples that I now understand fit the “technical communication bill,” has been monumental towards my growth as a scholar, instructor, and practitioner. I am able to offer technical writing students personal examples that I have used in the workplace and continue to use. As I add to my knowledge of rhetorical theory, I am incorporating those concepts into my courses. When students understand the art of rhetoric and its influence over technical writing, they become better writers, speakers, and scholars.
Professional Experience Approach. As I mentioned, I have extensive experience in technical and professional writing, as well as writing for the media. I have written technical documents and marketing materials for several non-profit organizations and public television stations, I have created web copy and promotional materials for science and technology companies, and I have written grants and proposals that have garnered success for several Houston-based non-government organizations.  All of my various experiences are interwoven into my teaching. Because I can “talk shop,” I find that students feel more comfortable discussing career possibilities with me, and this is yet another way to connect the coursework to their futures. 
An Ethical Approach. I recall some of my own beloved professors and how their impact extended way beyond the classroom. They stressed ethics and transparency. They challenged me to think outside of the textbook and question everything; it is my goal to fire up the young minds I meet in the same way. This questioning approach, to me, is one of the main goals that future technical communicators should have, and I feel privileged to be an integral part of that goal. 

Syllabus Example

Syllabus Example

Below you will find a sample syllabus created for a Business & Technical Report Writing course for the University of Houston - Downtown. A complete PDF can be found HERE
A case study has been created for this syllabus as well as a corresponding assessment document.  

ENG 3302: Business & Technical Report Writing

Sample Spring Course Syllabus


Professor: Abby Koenig
E-mail: Skype name: abby.koenig Office: S -1013
Phone: 713.221.8626




CRN: 10412 & 10413
Delivery mode: Face to face
Credit hours: 3
Office hours: TBA Fax: 713.226.5205

Successful completion of ENG 1302 and the Language, Philosophy, Culture Core Component.

Catalog description

Study and practice of formal and informal presentation of technical information, with emphasis on report writing.

Course description and topics

This course aims to accomplish two ambitious goals: (1) immerse writers in current workplace writing practices, and (2) move writers beyond basic skill building and into a more critical consideration of what it means to compose and design effective workplace communications. To this end, this course will begin by exploring basic rhetorical principles such as audience, purpose, organization, and context as well as general design principles. These principles will provide structure to the course content in that you will learn to apply these principles to evaluate your own work as well as others’.

Learning outcomes and the assignments that will help you obtain these outcomes

The bulleted information is the learning outcomes. The assignment(s) that will enable you to achieve these outcomes are located in parentheses.

1.      Research, design, create and prepare informal and formal documents suitable for the workplace [ instructions, research proposal,. progress report, and recommendation report]

2.      Balance visual and verbal elements of communication in documents [instructions, progress report, and recommendation report]

3.      Use current technology to search for and report information [instructions, research proposal, progress report, and recommendation report]

4.      Edit documents for correctness [résumé, job application letter, instructions, research proposal, progress report, and recommendation report]

5.      Respond usefully to others' writing [résumé, job application letter, instructions, research proposal, progress report, and recommendation report]

Course textbook and required materials

1.      Baehr, C., & Cargile Cook, K. (2017). The Agile communicator: Principles and practices in technical communication (2nd ed.). Dubuque, Iowa. ISBN: 9781524914530. $63 (e-book rental from KH at and $94 (e-book rental at TTU Bookstore) $126 for new print copies

2.      Reliable access to your UHD Gatormail e-mail account, Blackboard Learn account, Microsoft Word, Microsoft PowerPoint, and Adobe Reader.




1. Cellular Phones, PDAs, MP3 Players, and other electronics

As a courtesy to other students and the instructor, you must silence cell phones, pagers, and all other electronics that may disrupt classroom activities. Any student who fails to silence any device will be asked to leave the classroom and will be counted absent for that day. Absolutely no electronic devices are permitted during exams. If a student uses any type of electronic device during an exam, the student will not receive credit for the test. At any time, a student will be asked to leave the classroom and will be counted as absent if s/he uses a cell phone to talk, check voicemail, text, email, etc.


Laptops are not permitted in class.


2. Attendance

Effective fall 2013, the University of Houston-Downtown will implement Class Attendance & Administrative Drop Procedures in compliance with electronic code of Federal Regulations: e-cFR 34-668.21(b).

Your failure to attend class (face to face or hybrid), engage course material (Online only); or make contact with faculty to adequately explain your absence by the 10th class calendar day of the semester will result in your being administratively dropped from this course.  Being dropped from this course may affect your enrollment status and/or your financial aid eligibility.

Poor attendance will adversely affect your performance and grades. Attendance will be taken each day at the start of class. If a student is not present when attendance is taken, s/he will be counted as absent or tardy. Coming to class late or leaving early twice will be counted as one absence.

It is the student’s responsibility to ensure that s/he is marked as present, absent or tardy. These stringent policies are necessary for a variety of reasons:

(1)  To prevent unnecessary interruptions

(2)  To be courteous to the professor and fellow students

(3)  To foster a fair and friendly learning environment for everyone

(4)  To ensure that students have ample time to learn material


A class meeting twice a week:

You are allowed to miss class 3 times.

4 absences=final grade lowered by one letter.

6 absences=final grade lowered by two letters.

8 absences=final grade lowered by three letters.


A hybrid class:

You are allowed to miss class 2 times.

3 absences=final grade lowered by one letter.

4 absences=final grade lowered by two letters.

5 absences=final grade lowered by three letters.


A class meeting once a week (that is not hybrid)

You are allowed to miss 1 class.

2 absences=final grade lowered by one letter.

3 absences=final grade lowered by two letters.

4 absences=final grade lowered by three letters.


3. Emergency Preparedness

If severe weather closes the campus, an announcement will be posted on  Students are encouraged to update their contact information at, so they will receive any emergency information automatically.  Announcements will be posted by the instructor on Blackboard Vista in order to minimize any class disruption caused by the closing of the campus.


4. Academic Misconduct

The penalty for misconduct is a grade of “F” on the assignment or for the course, depending on the severity of the infraction.

  • You are expected to work independently on all assignments unless classified as a “group assignment.” To do otherwise is to cheat and will be considered academic misconduct.
  • A student observed copying answers from another individual on class assignments (which are not group work) or on the exams will meet the criteria for academic misconduct.
  • If you have questions regarding what comprises academic misconduct or plagiarism, please contact me. Ignorance of the definition of plagiarism or academic misconduct is not a valid excuse and will not keep a student from being charged.


All students are subject to UHD’s Academic Honesty Policy and to all other university-wide policies and procedures as set forth in the UHD University Catalog and Student Handbook. To review the catalog, visit and click on Catalog.

5. Make-up Assignments

There are no make-up exams without a doctor’s note. If you missed class and are confused, please email me right away.


You must deliver your assigned speech at the assigned time in front of an audience of peers. If you are not ready when called on, a grade of zero will be recorded. If you miss a speech due to an emergency that is documented and verifiable, you will be allowed to make up the speech, in class when time permits, only if you make arrangements with your instructor within one week of your return to school. Otherwise, make-ups will not be allowed. There are absolutely no make-up speeches or written assignments for absences that are not documented, verifiable, and resulting from an extreme emergency.


6. ADA Policy

The University of Houston-Downtown complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with a disability.  In accordance with Section 504 and ADA guidelines, UHD strives to provide reasonable academic adjustments/auxiliary aids to students who request and require them.  If you believe that you have a documented disability requiring academic adjustments/auxiliary aids, please contact the Office of Disability Services, One Main St., Suite 409-South, Houston, TX 77002.  (Office) 713-226-5227 (Website) (Email)


7. E-mail

Your instructor may contact you via your GatorMail e-mail account or Blackboard Learn mail. Therefore, it is important that you check these regularly. The instructor will ONLY contact you/respond to you at these accounts for confidentiality reasons. Students can obtain their username and password for these accounts via Student e-Services at


Your emails/BB messages need to include the following: Name, Course Name/Number, and a subject line that is relevant to your email. Email sent without this information will not be answered. (subjects like “hey” will not be responded to). Also, emails need to be complete sentences, not text-speak.


8. Extra Credit

Extra credit may be offered depending on available activities; however, extra credit is not guaranteed.


9. Withdrawals

If for any reason a student cannot complete this course, it is the responsibility of the student to withdraw and receive a ‘W’ on his/her transcript. Otherwise, the instructor will assign the grade ‘F’. International students: Receiving a ‘W’ in a course may affect the status of your student visa. DAY TO WITHDRAW FROM THE COURSE: TBA


10. Grades

Grades will be assigned by points using a standard grading system. You are encouraged to keep track of your own grades. The point scale is based on 1000 (100%) possible points. See below. You are responsible for keeping all assignments as documentation of points earned.


900-1000 %      A

800-890 %        B

700 -790 %       C

600 -690 %       D

Below 600 %    F


11. General Behavior

As this class examines communication theories and tactics, communication in the classroom is key. Please feel free to have in-depth and thoughtful discussions about a variety of topics pertaining to communication. I highly encourage class participation. However, please remember to be courteous not to just me, as I am leading this class, but to your fellow classmates. When a fellow classmate or I am speaking, hold your opinion until you are called on.



Assignments and Grading Procedures

The following table outlines the general structure of the class, the various required major assignments, and the weight each will play in determining your course grade.


Learning Objective


Major Assignments*

Group or Individual


LO: 4,5

Communication Problem #1: Creating Professional Documents

Two professional profile documents (Print Resume and Application Letter


100 pts. total

·        50 pts.

·        50 pts.

LO: 2, 3

Communication Problem #2: Ethically redesigning a visual for a global audience

Visual redesign of a university document

·        Design concept

·        Information architecture

·        Redesign


100 pts. total

·        25 pts.

·        25 pts.

·        50 pts.

LO: 1, 2, 3

Communication Problem #3: Working as a team to solve a complex communication problem/case study

Research proposal


100 pts.



Progress reports (one each week for four weeks)


100 pts. total (20-25 pts. each)



Oral presentation


150 pts.



Final deliverable (instructions, final recommendation report)


200 pts.

LO: 1, 3, 4

Communication Problem #4: Assessing your work and revising your resume

Final reflection (same as before) and resume revision


150 pts.

·        100 pts. (reflection)

·        50 pts. (revision)

LO: 1,2,3,4,5


daily work/quizzes (10)



100 pts.





1000 pts.


Blackboard Learn disclaimer

While I will post your assignment grades in Bb, final grades will be calculated solely on the basis of the weighting and values described on the syllabus. Final grades or point totals in Blackboard may not be accurate and should not be taken as the official grade source unless confirmed by the instructor.



For each assigned reading, students will be expected to take a reading quiz. Each quiz will be worth 100 points and students will have 15 minutes to complete the quiz. Students can take the quiz as many times as they want within the 15-minute window and their highest score will be recorded.


Please review the following grading rubric very carefully to understand how your assignments will be graded.

Grading rubric for documents

“A” work

·        Purpose: Addresses all the criteria outlined in the assignment description in a rhetorically sophisticated manner.

·        Audience: Author is cognizant of his/her audience during the construction of the document and makes informed decisions about the rhetorical strategies employed in the document based upon his/her conceptualization of audience.

·        Organization: Document includes a thesis statement and is purposely and logically organized to cater to the audience’s needs and considerations. All paragraphs include a strong topic sentence and transitions, both at the beginning of the paragraph as well as throughout the paragraph. Each paragraph is unified and cohesive.

·        Mechanics: Sentence structure, grammar, and diction are excellent. Document demonstrates correct use of punctuation and APA citation style. There are only minimal or no spelling errors and no run-on sentences, fragments, or comma splices.


“B” work

·        Purpose: Addresses all the criteria outlined in the assignment description but some of the content may be slightly unclear.

·        Audience: Author is cognizant of his/her audience during the construction of the document and makes informed decisions about the rhetorical strategies employed in the document based upon his/her conceptualization of audience.

·        Organization: Document includes a thesis statement. Document includes a thesis statement and is purposely and logically organized to cater to the audience’s needs and considerations. Most paragraphs include a topic sentence and transitions, both at the beginning of the paragraph as well as throughout the paragraph. Most paragraphs are unified and cohesive.

·        Mechanics: Sentence structure, grammar, and diction are strong despite occasional lapses. Punctuation and APA citation style is often used correctly. Document includes minor spelling errors and may have one run-on sentence, fragment, or comma splice.


“C” work

·        Purpose: Author does not address all of the criteria outlined in the assignment description.

·        Audience: Little evidence of how the author is aware of his/her audience which may or may not include contradictions made throughout a document.

·        Organization: Document does not include a thesis statement and, therefore is unorganized at the macro-level. Paragraphs do not include a strong topic sentence or transitions. Paragraphs are not focused or cohesive.

·        Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, APA citation style, and spelling. Document includes several run-on sentences, fragments, and/or comma splices.


“D” work

·        Purpose: It is difficult to identify the document’s purpose.

·        Audience: Author fails to consider who his/her is during textual production.

·        Organization: Document does not include a thesis statement and, therefore is unorganized at the macro-level. Paragraphs do not include a strong topic sentence or transitions. Paragraphs are not focused or cohesive.

·        Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in APA citation style, punctuation, and spelling. May have many run-on sentences, fragments and comma splices.


“F” work

·        Shows obvious minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis or utterly incompetent thesis.

Class Calendar

All assigned readings can be found in the required course textbook, Technical Communication.

All assignments are due by 11:59 PM. Please be advised that the course schedule is subject to change at the instructor's discretion. Also, it is important that you refer to this course schedule for all assignment due dates and not rely on the course Blackboard Learn homepage to inform you of upcoming deadlines.

This class schedule provides an overview of course topics, readings, and due dates for major course assignments. General due dates are as follows:

·        Reading assignments are due before class begins on the day designated. Readings are from the course textbook. All other readings will be available via Blackboard.

·        Quizzes are highlighted in yellow

·        Bolded assignments represent major assignment due dates. Major assignments are due in Blackboard or via email as designated in final column of schedule.

This schedule is subject to change and the official class calendar will be the calendar on Blackboard (which will be updated throughout the term).



Learning Outcomes

(all readings due before class)

Daily Topics



Week 1



Understanding class requirements. Becoming an agile communicator


Welcome and informal discussion

What is Technical Communication? Are you professional who writes or a professional writer?

Course overview, Class introductions

Lesson: What is TC? Jobs in TC

Class Activity: List all the jobs that we can think of that require writing. Are these TCers? Why/why not?


Solving communication problems

LO: 1

Chapter 1: Agile Communication and Chapter 3: Planning your Communication Product

What is an “Agile Communicator?” Working in TC in 20th Century

Lesson: Being “Agile” in the TC workplace, the Agile audience and planning communication/tasks for the different users


Small Group Activity: Construction logic product development cycle with planning process: (p.10) Use an everyday product and develop a construction cycle for it, create a makeshift timeline table to identify tasks, assign team members (p. 50)

Reading quiz 1 (All quizzes due by Sunday 11:59pm)

Week 2



Introducing Communication Problem #1 (CP#1): Creating a Professional Profile

LO: 4, 5

Chapter 16: Job search materials and Chapter 6: Researching Content, pp. 107-123


CP1 Step 1: To begin your professional profile, you will submit an industry analysis

Memo: What skills does your field require? Due 1/30


Researching the Internet for a job and thinking about job-related materials needed.


Introduce CP1, overview artifacts due and dates.


Lesson: Overview on professional profiles, assessing your skills and how to communicate them. Using the Internet to research for jobs and skills


Small Group Activity: SLOT-C Research. In groups search through SLOT-C for 2-3 SLOT-C projects List what skills these people (Chpt 6, p. 111). Of the 3, individually choose one you would like to work on.

Reading quiz 2



LO: 4, 5

Chapter 2: Managing Projects as Iterative Process


CP1 Step 2: Creating your resume and cover letter (rough draft due 2/6, final due 2/13)

Managing and planning a communication project


Using the iterative process to create your professional profile documents

Lesson: What is the iterative process to document creation? Thinking about the Four Phases of the Iterative Process.

Individual Class Activity: Return to the SLOT-C database and your chosen project. Write down, step-by-step how you use the four phases to create the CP1 documents.

Reading quiz 3

Week 3



CP#1: Managing and planning a communication project

LO: 4, 5

Chapter 4: Determining your communication product

Genres, resumes and cover letters as genres

Lesson: Overview of document genres, why do we use genres? Do we need them? Professional style guides and style sheets and template overviews.


Individual Class Activity: The Word Resume/Professional Letter Template Activity – Using the Word Template function to create a resume and Cover Letter. What are the advantages/disadvantages?

Reading quiz 4

Results of industry research of professional profiles due before class 1/30


CP#1: Communicating ethically: ethics and professional profile materials/Workshop document plan

LO: 4, 5


Ethics and professional experience

Lesson: What is ethics? White lies in professional experience and dealing with the consequences. Watch: and discuss lying on your resume.

Small Group Activity: In teams, review your partners' resumes and cover letters. Then role play that you are a potential employer, what questions might you ask based on those documents. Give each other detailed accounts to support those document items.

Week 4



Communication Project #1 Workshop

LO: 4, 5


Resume mistakes and Applicant Tracking Systems (ethics review),

Lesson: Resume mistakes and Applicant Tracking Systems

Rough draft of CP#1 documents due in class electronically or in print by 2/6


Communication Project #1 Workshop and Peer Review

LO: 4, 5

Workshop Class

Peer Review Workshop

Small Group Activity: Work in teams to review and revise your resume and cover letter.


Week 5



CP#2: Communicating Ethically with a Global Audience

LO: 2, 3

Review AC pages 36-37

Read this webpage:

Read Thrush's "Multicultural issues in technical communication" article (on Blackboard's homepage)


Introduction to Communication Problem #2 (CP#2): Communicating Ethically with a Global Audience Rough Draft, Due 3/1, Final Due 3/6


Cultural Approach to Technical Communication

Lesson: Cultural considerations in technical communication.


One-on-one with Instructor: CP#1 Project Debriefing (Process Maturity)

Reading quiz 5

Final draft of CP#1 documents due to Blackboard by midnight as a PDF or as a link in the "submission text" textbox, 2/13 at 11:59pm


CP#2: Communicating Ethically with a Global Audience

LO: 3

Chapter 6: Researching Content

Researching cultural differences/Using research to learn about global audiences


Lesson: Formulating research problem and research questions. Overview of Geert Hofested’s website

Small Group Activity: Developing a protocol for asking questions (about culture). Interview your teammates about their cultural background. Are their any differences between each of yours? How about regional differences? What questions might you include on a Cultural Demographics Survey to address some of these differences from potential survey respondents?

Reading quiz 6

Week 6


CP#2: Communicating Ethically with a Global Audience: designing visual information

LO: 2

Chapter 9: Designing visual information and Chapter 7: Writing Content and Technical Style


Review the “Gators Don’t Say” Campaign for use in the CP 2.

How do visual designs impact documents? How do they impact cultural differences?

Lesson: Elements of visual design, (color, design principles, information graphics).


Class Activity: Review McDonald’s websites from three countries (Japan, Germany, Mexico). Using the visual designs and color differences discussed, what differences do we see?

Reading quiz 7