Language in Multimodal Writing Processes and Performance

From the writing process data, I found that L2 writers spent a smaller amount of time and effort on constructing visual texts than language, especially in the middle of the text construction processes.

Author: Jung Min Lim

Publisher:

ISBN: 9798645450649

Category: Electronic dissertations

Page: 177

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In this sequential mixed methods research project, I first investigated learners' needs of multimodal writing in the higher education setting and then examined adult L2 writers' multimodal writing performances and processes, and their task perceptions. For the first study, a qualitative needs analysis, I conducted individual semi-structured interviews with 7 instructors of undergraduate courses in different disciplines to explore how they implement and perceive multimodal course assignments. Additionally, I collected 161 course syllabi data from which I identified 104 multimodal tasks. Triangulating two data sources, I found three themes that emerged from the two data sources: (1) goals and instruction of multimodal writing: disciplinary versus creative expression; (2) linguistic mode in multimodal texts: written and spoken words; and (3) tasks of multimodal writing: individual versus collaborative work. Based on the needs analysis, I developed a timed multimodal writing task that is to construct a narrated slide presentation. I utilized this task as one of the instruments in the subsequent phase.In the second study, adopting a convergent parallel mixed methods design, I investigated L2 learners' multimodal writing performances and processes and their perceptions toward the multimodal writing task. Thirty-one adult Korean learners of English intermediate- to high- proficiency individually completed a multimodal writing task (i.e., a timed argumentative narrated presentation task) and a monomodal writing task (i.e., a timed argumentative essay task) while their on-screen writing behaviors were screen recorded. After the multimodal writing task, each writer completed a stimulated recall interview in their first language (Korean) watching a video of one's own writing processes. They all completed task perception and background questionnaires. Writing process data-on-screen writing processes and stimulated recalls- were qualitatively analyzed using an inductive approach. In terms of task performances, five experienced academic English instructors evaluated the multimodal writing performances in terms of the overall quality, visualization quality, and language; and three of them also rated the monomodal performances using an analytic rubric.Findings from the performance data revealed that multimodal text quality is strongly associated with language performance, but another dimension of nonlinguistic performance also contributes to the overall text quality. More specifically, the multimodal performance data fit a regression model that explains 83% of the variance of multimodal text quality with language scores (s = .62) and visualization scores (s = .45). Furthermore, the language scores of participants' multimodal writing performance showed significant positive correlations to all subscores and total score of monomodal writing performances with moderate to strong effect sizes; however, none of the scores of monomodal writing task performances were correlated with the visualization score of the multimodal writing task performances. From the writing process data, I found that L2 writers spent a smaller amount of time and effort on constructing visual texts than language, especially in the middle of the text construction processes. When focusing on language, they spent considerable time on selecting and upgrading words for scripts and evaluating information they found from the Internet and their own texts-constructed-so-far. Results from the task perception data showed that the multimodal task was was perceived to be more complex, difficult and interesting than the monomodal task. I discuss implications for L2 writing research and pedagogy focusing on how to understand multimodal tasks as language tasks for learners whose goal is to improve language.

Writer Designer

Designed to work in any college course, this brief, accessible book is here to help students whether they are creating a poster, a webtext, an animated video, or any other kind of text.

Author: Kristin L. Arola

Publisher: Macmillan Higher Education

ISBN: 9781457649394

Category: Language Arts & Disciplines

Page: 192

View: 369

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Creating multimodal projects can seem daunting, but Writer/Designer streamlines the multimodal composing process and makes it manageable for students. Designed to work in any college course, this brief, accessible book is here to help students whether they are creating a poster, a webtext, an animated video, or any other kind of text. Write/Design assignments guide students through the process of researching the right genre for their project, finding the tools to work with different media, drafting with mockups and storyboards, and presenting their final projects to the world. Online examples, tutorials, and activities in e-Pages take advantage of what the Web can do, showcasing real multimodal compositions from both students and professionals.

Bridging the Multimodal Gap

Of course, multimodal writing is more than adding a picture here or some color
there. It is not just that there are photos or ... What do writers and their audiences
gain from the inclusion of images or sound, for example? How might nonmaterial
 ...

Author: Santosh Khadka

Publisher: University Press of Colorado

ISBN: 9781607327974

Category: Language Arts & Disciplines

Page: 302

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Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom. Despite scholars’ interest in their students’ multiple literacies, multimodal composition is far from the norm in most writing classes. Essays explore how multimodality can be implemented in courses and narrow the gap between those who regularly engage in this instruction and those who are still considering its scholarly and pedagogical value. After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness. Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects. Contributors: Sara P. Alvarez, Steven Alvarez, Michael Baumann, Joel Bloch, Aaron Block, Jessie C. Borgman, Andrew Bourelle, Tiffany Bourelle, Kara Mae Brown, Jennifer J. Buckner, Angela Clark-Oates, Michelle Day, Susan DeRosa, Dànielle Nicole DeVoss, Stephen Ferruci, Layne M. P. Gordon, Bruce Horner, Matthew Irwin, Elizabeth Kleinfeld, Ashanka Kumari, Laura Sceniak Matravers, Jessica S. B. Newman, Mark Pedretti, Adam Perzynski, Breanne Potter, Caitlin E. Ray, Areti Sakellaris, Khirsten L. Scott, Rebecca Thorndike-Breeze, Jon Udelson, Shane A. Wood, Rick Wysocki, Kathleen Blake Yancey

Exploring Multimodal Composition and Digital Writing

Collaborative writers need to be interviewed and their collaborative processes
recorded to try to get at what commonalities exist when multimodal writers write
together. Interestingly, this ability to partner fairly and reasonably and in a
cohesive ...

Author: Ferdig, Richard E.

Publisher: IGI Global

ISBN: 9781466643468

Category: Language Arts & Disciplines

Page: 352

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While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition. Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilize video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

Multimodal Composing

This book is a focused conversation on how rhetorical, design, and multimodal principles inform consultation strategies, especially when working with genres that are less familiar or traditional.

Author: Lindsay A. Sabatino

Publisher: University Press of Colorado

ISBN: 9781607328469

Category: Language Arts & Disciplines

Page: 238

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Multimodal Composing provides strategies for writing center directors and consultants working with writers whose texts are visual, technological, creative, and performative—texts they may be unaccustomed to reading, producing, or tutoring. This book is a focused conversation on how rhetorical, design, and multimodal principles inform consultation strategies, especially when working with genres that are less familiar or traditional. Multimodal Composing explores the relationship between rhetorical choices, design thinking, accessibility, and technological awareness in the writing center. Each chapter deepens consultants’ understanding of multimodal composing by introducing them to important features and practices in a variety of multimodal texts. The chapters’ activities provide consultants with an experience that familiarizes them with design thinking and multimodal projects, and a companion website (www.multimodalwritingcenter.org) offers access to additional resources that are difficult to reproduce in print (and includes updated links to resources and tools). Multimodal projects are becoming the norm across disciplines, and writers expect consultants to have a working knowledge of how to answer their questions. Multimodal Composing introduces consultants to key elements in design, technology, audio, and visual media and explains how these elements relate to the rhetorical and expressive nature of written, visual, and spoken communication. Peer, graduate student, professional tutors and writing center directors will benefit from the activities and strategies presented in this guide. Contributors: Patrick Anderson, Shawn Apostel, Jarrod Barben, Brandy Ball Blake, Sarah Blazer, Brenta Blevins, Russell Carpenter, Florence Davies, Kate Flom Derrick, Lauri Dietz, Clint Gardner, Karen J. Head, Alyse Knorr, Jarret Krone, Sohui Lee, Joe McCormick, Courtnie Morin, Alice Johnston Myatt, Molly Schoen, James C. W. Truman

Developing Writers in Higher Education

... understood as a version of the antipathy voiced by study participants such as
Susanne, Ariana, and Abby, who explicitly separated design from argument in
their discussions of multimodal writing. For these three successful portfolio
learners, ...

Author: Anne R Gere

Publisher: U OF M DIGT CULT BOOKS

ISBN: 9780472037384

Category: Education

Page: 384

View: 836

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For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence. This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors. This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.

Understanding and Composing Multimodal Projects

Understanding and Composing Multimodal Projects is also available in a packageable, stand-alone booklet (ISBN: 978-1-4576-1779-9).

Author: Diana Hacker

Publisher: Bedford/St. Martin's

ISBN: 145761779X

Category: Language Arts & Disciplines

Page: 112

View: 287

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This version of the best selling college handbook will help students who are assigned to compose or look critically at multimodal texts such as Web sites, video essays, public service announcements, ads, collages, slideshow presentations, and more. This version includes plenty of models that instruct and activities that foster practice. What's more, it pays close attention to the project management, copyright, and delivery issues associated with multimodal work. Understanding and Composing Multimodal Projects is also available in a packageable, stand-alone booklet (ISBN: 978-1-4576-1779-9).

Multimodality in Writing

The examples provided clearly demonstrate the complex and multimodal nature
of writing. Hill argues that early spatial and aesthetic framing devices are later
combined with the frame of genre in a transformation of meaning-making as ...

Author: Arlene Archer

Publisher: BRILL

ISBN: 9789004297197

Category: Language Arts & Disciplines

Page: 332

View: 694

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This volume offers the readers a diversity of insight into how multimodality works in texts, and the effects different modes have on generating and understanding meaning.

Writer Designer

The second edition of Writer/Designer is reimagined to clarify the multimodal process and give students the tools they need to make conscious rhetorical choices in new modes and media.

Author: Cheryl E. Ball

Publisher: Macmillan Higher Education

ISBN: 9781319107789

Category: Language Arts & Disciplines

Page: 240

View: 750

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Grounded in multimodal theory and supported by practice in the classroom, Writer/Designer streamlines the process of composing multimodally by helping students make decisions about content across a range of modes, genres, and media from words to images to movement. Students learn by doing as they write for authentic audiences and purposes. The second edition of Writer/Designer is reimagined to clarify the multimodal process and give students the tools they need to make conscious rhetorical choices in new modes and media. Key concepts in design, rhetoric, and multimodality are illustrated with vivid, timely examples, and new Touchpoint activities for each section give students opportunities to put new skills into practice. Based on feedback from instructors and administrators who incorporate multimodality into their classroom--or want to--this brief, accessible text is designed to be flexible, supporting core writing assignments and aligning with course goals in introductory composition or any course where multimodality matters.

Multiliteracy Centers

This book explores how multimodal rhetoric may prompt foundational changes in writing centers, which have proven themselves, over the last several decades, to be a highly effective means of providing peer-based support for writers.

Author: David M. Sheridan

Publisher: Hampton Press (NJ)

ISBN: 1572738995

Category: Language Arts & Disciplines

Page: 240

View: 304

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Over the last decade, colleges and universities have begun to pay significant attention to "multimodal rhetoric" ---rhetoric that uses not just words, but a wide range of compositional elements, including still images, moving images, charts, graphs, illustrations, animations, layout schemes, colors, music, ambient noises, and other media components. This book explores how multimodal rhetoric may prompt foundational changes in writing centers, which have proven themselves, over the last several decades, to be a highly effective means of providing peer-based support for writers. Bringing together the insights and experiences of ten researcher-practitioners working in a diverse range of institutional contexts, the chapters collected here explore the transformations potentially involved in this shift to multimodality, including changes in the way centers configure space, the way they allocate resources, the way they train peer consultants, and the way they interact with other units on --

HARNESSING MULTIMODALITY IN FIRST YEAR COMPOSITION CLASSROOM IN SECOND LANGUAGE L2 SETTINGS TO ENHANCE EFFECTIVE WRITING

Digital space in the 21st century has given a new meaning to how second language (L2) learners can effectively use visual imagery to make meaning during writing in the composition classroom.

Author: Stephen Ohene-Larbi

Publisher:

ISBN: OCLC:1132232056

Category: English language

Page: 172

View: 426

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Digital space in the 21st century has given a new meaning to how second language (L2) learners can effectively use visual imagery to make meaning during writing in the composition classroom. The active participation of students to engage text during writing has drawn the attention of scholars to talk about the use of multimodal text in L2 settings. Shin & Cimasko assert research has noted that multimodal writing allows for better communication of knowledge and expression of personal identities through various modes of representation (2008). Jason Palmeri (2012) suggests that multimodal composing can enhance student invention and revision of alphabetic text (p. 32). Flower & Hayes on the other hand assert that if students are writing about a familiar place, the writer might perceive sensory (auditory, visual, olfactory) images of the place (p. 33). Drawing on these concepts, my research will explore how ESOL 1010 Academic first year composition students in second language settings at BGSU used multimodal tools in the composition classroom to participate in a General Writing Studies (GSW) showcase event, a regular writing program which gives opportunities to composition students to exhibit their writings. The study will also adopt a narrative approach to tell student’s stories about their multimodal experience before, during, and after using such tools in writing terms papers for the class. I will analyze survey data and personal interviews to assess the impact and usefulness of the multimodal approach in guiding students to develop text and making meaning, and how such learning skills can be applied in and outside the composition classroom to enhance student writing.

A Writer s Reference with Understanding and Composing Multimodal Projects

This version of the best selling college handbook will help students who are assigned to compose or look critically at multimodal texts such as Web sites, video essays, public service announcements, ads, collages, slideshow presentations, ...

Author: Diana Hacker

Publisher: Macmillan Higher Education

ISBN: 145763919X

Category: Language Arts & Disciplines

Page: 736

View: 146

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This version of the best selling college handbook will help students who are assigned to compose or look critically at multimodal texts such as Web sites, video essays, public service announcements, ads, collages, slideshow presentations, and more. This version includes plenty of models that instruct and activities that foster practice. What's more, it pays close attention to the project management, copyright, and delivery issues associated with multimodal work.

Writing and Speech Recognition

In addition we developed a transcription model to represent the multimodal
writing process in a multi - layered linear representation . The quantitative
analysis of the use of the writing mode shows that those participants who had no
previous ...

Author: Mariëlle Leijten

Publisher:

ISBN: STANFORD:36105122440790

Category: Authorship

Page: 300

View: 590

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Writing Redefined

"Writing, Redefined asks educators to reflect critically on the kinds of writing - and the kinds of writers - traditionally valued in school spaces and offers a compelling argument for broadening our ideas around composition in order to ...

Author: Shawna Coppola

Publisher:

ISBN: 9781625312754

Category: English language

Page: 168

View: 553

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"Writing, Redefined asks educators to reflect critically on the kinds of writing - and the kinds of writers - traditionally valued in school spaces and offers a compelling argument for broadening our ideas around composition in order to honor the stories, the voices, and the lived experiences of all students"--

Multimodality Cognition and Experimental Literature

This book engages with visual and multimodal devices in twenty-first century literature, exploring canonical authors like Mark Z. Danielewski and Jonathan Safran Foer alongside experimental fringe writers such as Steve Tomasula, to uncover ...

Author: Alison Gibbons

Publisher: Routledge

ISBN: 9781136632204

Category: Language Arts & Disciplines

Page: 274

View: 170

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Since the turn of the millennium, there has seen an increase in the inclusion of typography, graphics and illustration in fiction. This book engages with visual and multimodal devices in twenty-first century literature, exploring canonical authors like Mark Z. Danielewski and Jonathan Safran Foer alongside experimental fringe writers such as Steve Tomasula, to uncover an embodied textual aesthetics in the information age. Bringing together multimodality and cognition in an innovative study of how readers engage with challenging literature, this book makes a significant contribution to the debates surrounding multimodal design and multimodal reading. Drawing on cognitive linguistics, cognitive psychology, neuroscience, semiotics, visual perception, visual communication, and multimodal analysis, Gibbons provides a sophisticated set of critical tools for analysing the cognitive impact of multimodal literature.

Writing on the Edge

For this reason , I can imagine using the book in a range of undergraduate
rhetoric and writing courses both for what it says about writing and as an example
of good writing . It would be especially appropriate for a multimodal writing
course ...

Author:

Publisher:

ISBN: WISC:89101620086

Category: English language

Page:

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The Everyday Writer with 2016 MLA Update

This accessible handbook for novice writers advises on how to navigate rhetorical situations and make effective choices in every context, to engage with audiences and communicate ideas.

Author: Andrea A. Lunsford

Publisher: Bedford/St. Martin's

ISBN: 1319083455

Category: Language Arts & Disciplines

Page: 656

View: 901

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THIS TITLE HAS BEEN UPDATED TO REFLECT THE 2016 MLA UPDATES! Our editorial team has updated this text based on content from The MLA Handbook, 8th Edition. Browse our catalog or contact your representative for a full listing of updated titles and packages, or to request a custom ISBN. Contexts for writing keep changing, and Andrea Lunsford knows that every writer needs to engage with audiences and communicate ideas every day. The Everyday Writer shows novice writers how to navigate rhetorical situations and make effective choices everywhere they write. The illustrations, by Eisner Award nominee GB Tran, offer a high-interest approach to writing processes and encourage students to open and use their handbook. And Andrea’s friendly voice is always front and center, ready to answer any question. With new and expanded coverage of presentations and multimodal projects, integrated advice for writers from all language and educational backgrounds, and help learning the moves that make expert writers credible, The Everyday Writer is the encouraging guide students need to take their writing to the next level.

Creating Classrooms for Authors

The multimodal and social nature of the reading and writing process make
reading and writing complex events , but this very complexity supports learning
when language users are allowed to shift perspective from reader to writer ,
speaker to ...

Author: Jerome Charles Harste

Publisher: Vintage

ISBN: UOM:39015013890549

Category: Education

Page: 403

View: 942

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Curricular framework and ideas for classroom reading and writing experiences.