Argument as design: a multimodal approach to academic argument in a digital age

 

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dc.contributor.advisor Archer, Arlene en_ZA
dc.contributor.author Huang, Cheng-Wen en_ZA
dc.date.accessioned 2015-12-03T14:16:30Z
dc.date.available 2015-12-03T14:16:30Z
dc.date.issued 2015 en_ZA
dc.identifier.citation Huang, C. 2015. Argument as design: a multimodal approach to academic argument in a digital age. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/15554
dc.description Includes bibliographical references en_ZA
dc.description.abstract This study posits that using a range of modes and genres to construct argument can engender different ways of thinking about argument in the academic context. It investigates the potentials and constraints of adopting a multimodal approach to constructing academic argument. The research is situated within a seminar, in a second year Media course. Within this context, the study identifies the semiotic resources that students draw on and examines how they are employed to construct academic argument in three digital domains, namely video, comics and PowerPoint. Grounded in a theory of multimodal social semiotics, this study posits that argument is a product of design, motivated by the rhetor's interest in communicating a particular message, in a particular environment, and shaped by the available resources in the given environment. It proposes that argument is a cultural text form for bringing about difference (Kress 1989). This view of argument recognises that argument occurs in relation to mode, genre, discourse and medium. The study illustrates how each of these social categories shapes argument through textual analysis. A framework based on Halliday's metafunctional principle is proposed to analyse argument in multimodal texts. The framework combines theories from rhetoric and social semiotics. It offers analysis of ideational content, the ways social relations are established, and how organising principles assist in establishing coherence in argument. The analysis of the data (video, comics and PowerPoint presentations) demonstrates that the framework can be applied across genres and media. The significance of the study is threefold. Theoretically, it contributes towards theorising a theory of argument from a multimodal perspective. Methodologically, it puts forward a framework for analysing multimodal arguments. Pedagogically, it contributes towards developing and interrogating a pedagogy of academic argument that is relevant to contemporary communication practices. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Education en_ZA
dc.title Argument as design: a multimodal approach to academic argument in a digital age en_ZA
dc.type Thesis / Dissertation en_ZA
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Doctoral en_ZA
dc.type.qualificationname PhD en_ZA
uct.type.filetype Text
uct.type.filetype Image


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