Multimodality of the Secondary Discourse
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The modern communicative space is a versatile background, which integrates different semiotic resources, semantic and information transfer means. We claim that any type of modern communication is multimodal. Linguistic studies of the 21st century focus on verbal and non-verbal means in terms of multimodality, which is the sociocultural phenomenon. Multimodality describes communicative practices from the perspective of textual, sound, linguistic, space and other means, which create a certain message. Multimodal texts combine signs and symbols of several semiotic systems. For example, static and dynamic images, voice and different sound effects, music, text and
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The focus of this research is on multimodality as an innovative research methodology for analyzing complex linguistic phenomena within cognitive-communicative paradigm of linguistics. Another focus is on the secondary discourse of the English modern mass culture defined as a complex linguistic phenomenon and a specific secondary creativity. This is a highly interactive phenomenon represented in the arranged oral or written forms.
Thus, the secondary discourse is both a living process of communication and the most common category of interpersonal interaction. It is a complex unity of language practice and extra linguistic factors for the source-text comprehension. Being a dynamic process of information, ideas, feelings, and emotions exchange, the secondary discourse suggests the subjective interpretation of modern mass culture text
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The communication network is constantly developing and information flows intersect, integrating different types of texts. Consequently, multimodal nature of the secondary discourse is the first step on the way to formation of virtual culture.
References Bateman J. (2008). Multimodality and Genre. A Foundation for the Systematic Analysis of Multimodal Documents. Basingstoke, NY: Palgrave Macmillan UK. Bezemer J., Kress G. (2008). Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning. Written Communication, 25(2), 166-195. Hassett D. D., Curwood J. S. (2009). Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms. The Reading Teacher, 63(4), 270-282. Kress G. R. (2009). Multimodality: A Social Semiotic Approach to Contemporary Communication. London : Routledge. Kress G. R. (2002). Multimodal Discourse: the modes and media of contemporary communication. London: Edward
Kathryn Stockett, the author of The Help uses imagery to help the reader better comprehend the meaning of the passage. As the reader reads along in the passage reading about little Miss Skeeter, “Munching on peanuts, sorting through the pieces spread out on the table, a storm [raging] outside (Stockett 77). Through this imagery that the author provides the reader is instantly transformed into the world of little Miss Skeeter as she is sitting down by Constantine on a dark stormy night doing a puzzle. The reader can hear the crunch of the peanuts and smell the rain coming from outside as they read the passage. Stockett also uses diction to contribute to the imagery of the passage.
In her text, “Cognition, Convention and Certainty,” Patricia Bizzell describes the writing process through both inner-directed and outer-directed theories in order to illustrate that the writing process is infirmed by both student’s natural thought processes and their discourse community She uses her text to explain both theories, and to argue for the implementation of a new pedagogy focused on discourse analysis. First, Bizzell introduces the inner –directed theory, which seeks to discover the writing processes through the universal and fundamental structure of language. Conversely, she explains that the outer-directed theory instead argues that the individual’s discourse community does not teach a generalized form of language but rather the
Rhetoric 101 isn't just any ordinary class but one of the more unique class that many students take at their first year of college. Mr. Klein especially makes the class what everyone one calls rhetoric an awesome class. Mr. Klein is a well respected professor that takes learning to the next level with his unique way of teaching unlike many other college professors do. His way of teaching makes everyone interact with any topic we talk about in class and makes everything clear and simple. Many students online rate Mr. Klein an excellent professor according to ratemyprofessor.
On October 15th, 2016 Austin Community College’s Department of History and the Diversion of Social and Behavioral Sciences created a history symposium. This symposium consisted of 2 speakers, Theresa Jach and Kemp Dixon, who spoke about convict leasing and the law east of the Pecos. Throughout Theresa’s speech she showed us the similarities between convict leasing and slavery in the early years of American history. She reminds us that while slavery has been abolished, the enslavement of individuals who have been convicted of a crime is still legal and allows the state to have the opportunity to make a profit off of keeping correction facilities full. As time progressed, Theresa informs us of the multitude of punishments that slaves had
One of these approaches is Swales’ move–step rhetorical analysis, which proposes a hierarchical classification involving moves and steps, which other authors have further developed or adapted for their own purposes, studying different sections of research papers ( Brett, 1994; Dudley-Evans, 1994 ; Salager-Meyer, 1990) or other genres like business letters ( Bhatia, 1993; Hiranburana, 1996; Vergaro, 2004 ; Zhu, 2001), grant proposals (Connor & Mauranen, 1999), application letters (Upton & Connor, 2001) and letters of recommendation (Precht, 2000). Many of these rhetorical studies have been carried out from a cross-linguistic perspective involving English and Spanish and focusing on different genres, such as scientific abstracts ( López-Arroyo et al., 2007; Martín-Martín, 2003 ; Martín-Martín, 2005), academic book reviews (Suárez & Moreno, 2008), medical research papers (Williams, 2012), football match reports (Díez-Fernández, 2009) and so
In her essay "Does Texting Affect Writing?", Michaela Cullington presents her argument that texting does not impact formal writing written by students. She discusses the concerns presented by many people about how texting language can transfer into writing, but through the use of personal experiences and credible sources she discusses how this is not true. Her use of multiple different studies and situations help boost her argument and allow the reader to truly see how students actually do formal writing. She presents a strong argument as to why those who believe students don't have the control and knowledge to write formally, instead of with text speak, are wrong.
Two articles that exemplify this are “Kinaesthetic, Auditory, and Visual Learning Styles for Children” by Jane Tyne and “What Learning Style Does Your Student Use” by Lake Superior State University. In summation, both authors employ rhetorical devices in four main divisions; location, authenticity, style, and presentation. Furthermore, the main conflict between the two articles is the percentage of learning styles present in the population. Tyne claims that fifty percent of
The Overlapping Science Education Community Introduction An important part of my life has always been my desire to help others. This was the reason I chose to major in Education, more specifically Science Education. I wanted to be able to give students the opportunity to learn and assist them in their academic journey. The community of educators is an example of a discourse community.
The boys are defined as “victims” and “new disadvantaged group. ” I question what are the implications of “failing boys or boys’ underachievement” discourse? The discourse is ultimately doing more harm than good. First of all, it justifies the channeling of resources at the expenses of girls.
Hi Daniel. From reading your post, you seem like a pretty chill person! I’m very surprised that in your group of friends in middle school there wasn’t a ‘leader’. Usually, there is that one person that tends to stand out a little bit more than the rest, and sometimes without necessarily wanting too, they are seen as the head of the group. But, I think it’s a lot better to not have that ‘leader’, that way no one feels peer pressured to do something.
Pathos would not be the most adequate for "Hello". Pathos is focused on emotions, however, "hello" does not reach most to emotions. It may be seen as a respectful act to some individuals. The elders were raised to say "hello" to any individual that they saw or passed along their destination. For instence, in the latin culture it is of good manners to greet any one with "hello", but it would be considered disrespectful if one just strolled right by without greeting.
1) The two types of Discourses, “saying (writing)-doing-being-valuing- believing combinations,” James Paul Gee addresses in his essay “Literacy, Discourse, and Linguistics” are Primary Discourses and Secondary Discourses. These Discourses are “ways of being in the world; they are forms of life which integrate words, acts, values, beliefs, attitudes, and social identities as well as gestures, glances, body positions, and clothes.” Both Discourses are acquired through acculturation. Our primary Discourse is acquired in the home and peer groups.
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The review analyses the current ‘learning by visual stimulations’ against ‘kinesthetic physical learning’ debate and the push to keep cursive in school education. The paper reflects on if the positive attributes associated with cursive writing are still valid enough for mainstream education and communication in the 21st century. Cursive Handwriting In The 21st Century Communication and expression are important facets of humanities constant search for new ways of enhancing day to day experiences.
These texts are analysed through multimodal discourse analysis to identify how verbal and visual signs relate within the text to create a meaningful message (Kress & Van Leeuwan, 2006). Kress and Van Leeuwan (2006) provide three interrelated systems which are used in the formation of multimodal text and the meaning within the text. These systems include informational value, salience and framing. Informational value is the placement of various signs in the multimodal text and how this placement contributes to the meaning of the text (Kress & Van Leeuwan, 2006).