Composing Multimodally: Comparative Case Analysis of International and Domestic College Freshmen's Story Lines in Multimodal Projects

• In Event: 34.089 - Semiotics in Education: Paper Session

Abstract

In this study, we compared multimodal projects created by international and domestic students in freshman composition courses, with a view to exploring similarities and differences in how each group approached and understood how to undertake multimodal composing. Investigating the storylines offered by each group foregrounded a comparative case analysis of how each group used the semiotic resources availed by multiple modes for meaning making, establishing multimodal composing as a new academic writing genre.

Author

• J. Hannah Park, The University of Texas - San Antonio