Multimodal texts in higher education and the implications for writing pedagogy

dc.contributor.authorArcher, Arleneen_ZA
dc.date.accessioned2014-07-29T08:39:32Z
dc.date.available2014-07-29T08:39:32Z
dc.date.issued2010en_ZA
dc.descriptionThis is the accepted version of the following article: Archer, A. 2010. Multimodal texts in higher education and the implications for writing pedagogy. English in Education. 44(3): 200-213., which has been published in final form at: http://dx.doi.org/10.1111/j.1754-8845.2010.01073.x.en_ZA
dc.description.abstractAlthough studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines. This paper explores the influence and incorporation of the visual into student texts in Higher Education, looking at the semiotic weighting of modes, conventions and functions of images, visual/verbal linkages and visual composition. These aspects of multimodal texts have implications for the ways in which we teach 'academic literacies' practices and writing as multimodal composition to students.en_ZA
dc.identifier.apacitationArcher, A. (2010). Multimodal texts in higher education and the implications for writing pedagogy. <i>English in Education</i>, http://hdl.handle.net/11427/3357en_ZA
dc.identifier.chicagocitationArcher, Arlene "Multimodal texts in higher education and the implications for writing pedagogy." <i>English in Education</i> (2010) http://hdl.handle.net/11427/3357en_ZA
dc.identifier.citationArcher, A. 2010. Multimodal texts in higher education and the implications for writing pedagogy. English in Education.en_ZA
dc.identifier.issn0425-0494en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - Although studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines. This paper explores the influence and incorporation of the visual into student texts in Higher Education, looking at the semiotic weighting of modes, conventions and functions of images, visual/verbal linkages and visual composition. These aspects of multimodal texts have implications for the ways in which we teach 'academic literacies' practices and writing as multimodal composition to students. DA - 2010 DB - OpenUCT DP - University of Cape Town J1 - English in Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 SM - 0425-0494 T1 - Multimodal texts in higher education and the implications for writing pedagogy TI - Multimodal texts in higher education and the implications for writing pedagogy UR - http://hdl.handle.net/11427/3357 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3357
dc.identifier.vancouvercitationArcher A. Multimodal texts in higher education and the implications for writing pedagogy. English in Education. 2010; http://hdl.handle.net/11427/3357.en_ZA
dc.language.isoengen_ZA
dc.publisherWileyen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceEnglish in Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1111/j.1754-8845.2010.01073.x
dc.subject.otheracademic literaciesen_ZA
dc.subject.otheracademic discourseen_ZA
dc.subject.othermultimodalityen_ZA
dc.subject.othervisual/verbal linkagesen_ZA
dc.subject.othermodal specializationen_ZA
dc.subject.othermodal weightingen_ZA
dc.subject.otherwriting pedagogyen_ZA
dc.titleMultimodal texts in higher education and the implications for writing pedagogyen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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