A Bag Full of Snakes: Negotiating the Challenges of Multimodal Composition

DePalma, Michael-John; Alexander, Kara Poe

doi:10.1016/j.compcom.2015.06.008

Cited by 41 publications

(17 citation statements)

References 16 publications

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“…It seems that EAP teachers must find ways to challenge novices' ideas about writing and reading. The awareness of visual elements that these novices bring into the classroom could be sophisticated through integrating advanced multimodal analysis into composition courses (DePalma & Alexander, 2015). Novices' concepts of expert writers and reader could be interrupted and interrogated with slower, more difficult and more authentic academic practices.…”

Section: Discussionmentioning

confidence: 99%

Metadiscourse, Writer Identity and Reader Construction among Novice Arabic-Speaking ESL Writers

DeCoursey

2019

ESNBU

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This study used qualitative analyses to explore novice ESL writers’ concepts of writers, readers and texts. Metadiscourse studies tabulate frequencies of discourse markers in order to characterise the different ways novices and experts, native-speakers and non-native speakers, construct themselves as writers, engage with their readers, and guide readers through their text. But the picture created by these descriptive statistics lacks many content areas voiced by student writers, including their reliance on visual content, and their emotions. Student writers’ experiences in a world saturated by visual media and marketing views are also factors shaping how they construct their identities as writers, the identities of their projected readers, and how they understand what they are doing when writing text. This study used content and transitivity analyses to assess how Arabic native-speaker novices understand themselves as writers, how they project their readers’ identities, and how they try to engage them. Results show that visuals are indistinct from text, and verbs of seeing are used for reader understanding, in novice writers’ sense of their texts, and how they understand engaging the reader. These novices have a demographically granular assessment of audiences, but aim to please readers with expected content rather than challenge them with academic content, and they downplay important elements of teacher talk, syllabus and second-language (L2) composition instruction, particularly data, research, structure and language.

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Section: Discussionmentioning

confidence: 99%

Metadiscourse, Writer Identity and Reader Construction among Novice Arabic-Speaking ESL Writers

DeCoursey

2019

ESNBU

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“…Because he viewed multimodal composing as closely linked to schooled writing practices, his ability to utilize the full potential of digital tools was limited. In short, he "had difficulty understanding how to use the multiple semiotic resources afforded through multimodal composition to their advantage" (Depalma & Alexander, 2015).…”

Section: Discussionmentioning

confidence: 99%

Good Student/Bad Student

Jocius

2017

Literacy Research: Theory, Method, and Practice

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This study situates young adolescents' multimodal composing practices within two figured worlds-school and creative multimodal production. In a microanalysis of two focal students' multimodal processes and products, I trace how pedagogical, interactional, and semiotic resources both reified and challenged students' developing identities as multimodal composers. This research illustrates the necessity of critical perspectives on the design and implementation of multimodal composing activities for academic purposes.

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“…There is no consistency on how to assess multimodal writing (DePalma & Alexander, 2015). Instructors can modify the rubrics used to assess alphabetic texts when assessing multimodal writing (Vincent, 2006 of visual, audio, linguistic, spatial, and structural elements.…”

Section: Sixth Evaluationmentioning

confidence: 99%

Effectiveness of the Big6 Model in Developing Student Teachers’ EFL Multimodal Writing Skills

التونسي¹

2021

مجلة البحث العلمى فى التربیة

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This research sought to determine the effectiveness of a suggested program based on the Big6 Model in developing student teachers' EFL multimodal writing skills. Participants were 100 third year students from the general sector of the English department at a Faculty of Education in Egypt. They were equally divided into an experimental and another control group and the quasi-experimental pretest-posttest design was used. Both groups were pretested, and post tested on the EFL Multimodal Writing Test, scored by two raters according to the rubric developed by the researcher. Participants of the experimental group were taught the suggested program based on the Big6 Model and were asked to write reflection reports describing their learning experiences during the program administration. The statistical analysis of the participants' results on the post administration of the EFL Multimodal Writing Test showed that the experimental group outperformed the control one on the post administration of the test. The Big6 Model based program had a large effect size (d=2.24) and the experimental group students developed their information search skills as well as their multimodal writing skills.

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A Bag Full of Snakes: Negotiating the Challenges of Multimodal Composition

Cited by 41 publications

References 16 publications

Metadiscourse, Writer Identity and Reader Construction among Novice Arabic-Speaking ESL Writers

Metadiscourse, Writer Identity and Reader Construction among Novice Arabic-Speaking ESL Writers

Good Student/Bad Student

Effectiveness of the Big6 Model in Developing Student Teachers’ EFL Multimodal Writing Skills

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