Multimodal Composing Paper
Multimodal composing involves using different presentation modes during writing. According to Kim and Belcher (2020), multimodal texts include more than alphabetical text; images, animations, sound, words, and color are also used. Multimodal composing is also used with technology. An example is when one uses technology to modify and edit a picture that they want to post on social media sites. Following this, composing multimodally makes the text more appealing, and it becomes easy for the reader to concentrate as more aspects make it easy to understand the text.
Gagich (2020) explains that including multimodal composing assignments in the writing class is essential for three reasons. One of the reasons is that composing multimodal equips students with fundamental life skills that help them prepare for their careers in the future. The second reason is that when students get into their jobs in the future, they will be expected to compose texts multimodally. Besides, one can become an employer, and the knowledge of multimodal composing will help them use digital tools that will help promote their interests, research, and promotion (Wanselin et al., 2021). Following this, multimodal composing is essential in class since it prepares them for their future careers by helping them to have different modes of communication.
Although multimodal texts are good, they are difficult to understand (Gagich, 2020). One can try and use texts, images, pictures that are easy to understand. Therefore, one needs to understand their audience well and learn the texts that will be easy to understand. Some of the most common multimodal texts in my discipline include posts, picture books, PowerPoint presentations, social media sites, e-books, and graphic novels.
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References
Gagich, M. (2020). An Introduction to and Strategies for Multimodal Composing. Writing Spaces: Readings on Writing, 3, 65-85.
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Kim, Y., & Belcher, D. (2020). Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions. RELC Journal, 51(1), 86-100. https://doi.org/10.1177/0033688220906943
Wanselin, H., Danielsson, K., & Wikman, S. (2021). Analyzing Multimodal Texts in Science—a Social Semiotic Perspective. Research in Science Education. https://doi.org/10.1007/s11165-021-10027-5
Attached Files:
File gagich Multimodal Composing.pdf (681.325 KB)
Please complete a journal response for this reading. As usual, you can discuss whatever is of interest to you in the article that relates to your experiences, the class discussion, or your own interests. Your response should be at least 200 words. If you have trouble getting started, below are some questions to help.
1. What does it mean to compose multimodally?
2. The chapter lists three reasons supporting the inclusion of multimodal composing assignments in writing classrooms; what are they? Why else might learning to compose multimodal texts be important?
3. What are some of the difficulties of citing multimodal texts?
4. What are some multimodal texts in your discipline?
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