Multimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talks

Gray, Robert James

doi:10.1016/j.system.2021.102522

Cited by 10 publications

(1 citation statement)

References 41 publications

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“…In scientific texts, these semiotic and cultural resources, or modes, combine, and enable their users to create meaningful representations (e.g., a sketch constitutes a realization of a visual mode; Jewitt et al, 2016;Kress & van Leeuwen, 2001;Lynch, 1985) through multimodal genres (e.g., Camiciottoli & Fortanet-Gómez, 2015;Jewitt et al, 2016). There have been multiple studies (e.g., Bateman, 2008;Gray, 2021;Miller & Kelly, 2017;van Leeuwen, 2011), "which seek to identify what constitutes 'multimodality' and to offer analytical frameworks" (Scott, 2010, p. 241); however, as noted by Hiippala (2014), "the concept of multimodal genre" still "lacks a solid theoretical foundation due to the scarcity of empirical research and analytical scrutiny" (p. 112). Thus, there is a clear need for further investigation and theorization of the combinations of multiple semiotic and "cultural resources for making meaning" (Reid, 2019, p. 70; see also Kress & van Leeuwen, 2001) in scientific multimodal genres.…”

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“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

Doody

Artemeva

2021

Written Communication

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Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity, and Genre Research, and Multimodal Interaction Analysis, the authors propose a conceptual framework for multimodal activity-based analysis of genres, or Multimodal Writing, Activity, and Genre (MWAG) analysis. Furthermore, by drawing on previous studies of the laboratory notebook (lab book) genre, the article discusses the rhetorical action the genre performs and its role in mediating knowledge construction activities in science. The authors provide an illustrative example of the MWAG analysis of an emergent scientist’s lab book and discuss its contributions to his increasing participation in medical physics. The study contributes to the development of a theoretically informed analytical framework for integrative multimodal and rhetorical genre analysis, while illustrating how the proposed framework can lead to the insights into the sociorhetorical roles multimodal genres play in mediating such activities as knowledge construction and disciplinary enculturation.

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