6,530 research outputs found
MAKING MEANING USING SYSTEMIC FUNCTIONAL LINGUISTICS AND VISUAL GRAMMAR ANALYSIS: COMPARISON OF SOURCE TEXT AND TARGET TEXT REFLECTED IN THE MAIN CHARACTER OF GRAPHIC NOVEL V FOR VENDETTA
This research presents a project designed to investigate a systemic way of analyzing
metafunctions’ shifts between source texts and target texts using systemic functional
linguistic (SFL) collaborated with visual grammar (VS; systemic functional approach for
images). The study tries to examine the correlation between verbal and visual systems and
how it affects the making of meaning in graphic novel. The research is descriptive
qualitative with embedded case study. The data is acquired from monologue and dialogue
uttered by main character of the first graphic novel book V for Vendetta. Content analysis,
questionnaire and focus group discussion are conducted to obtain necessity data. The
results shows there are shifts in transitivity structure, lexical items, and clauses'
interdependency undergo ideational metafunction, modality system and discourse marker
shifts undergo interpersonal metafunction, thematic structures, cohesion devices, physical
presentation shifts undergo textual metafunction. Also shifts in target text caused by
context of visual structure in representational metafunction and compositional
metafunction. Those shifts demonstrate meaning changed in target text and can be
identified in each metafunctions. The metafunction representational and ideational deal
with interpreting content, form, context and symbolized expression in graphic novel. The
shifts in transitivity structure and lexical items are caused by intertextuality and the
theatricality in the content, form, context and symbolized expression of V for vendetta
graphic novel. Interpersonal metafunction relates with enacting social relation. Whereas
textual and compositional metafunction deal with organizing text/images, contextualizing
the narrative scope and build reading order
What counts as creativity in education? An inquiry into the intersections of public, political, and policy discourses
In this essay, the authors examine the varied public, everyday, and academic discourses of creativity that combine to influence our current educational goals and policies, particularly in North America and Europe. From Sir Ken Robinson’s (2006) cutting remark that “Schools kill creativity!” to the Action Canada Foundation’s (2013) assessment that creativity is one of the seven core learning competencies required in the 21st century, this article portrays the compelling push and pull of creativity in education today. The authors found themselves in search of this seemingly crucial, yet increasingly undersupported aspect of their work in teacher education and research. Coming from literacy and arts education, the authors were called to question what they had always taken for granted. This article contextualizes creativity amid everyday, public, and academic discourses. Through engaging in this inquiry, the extent to which creativity is the recipe for success, as it is so often deemed to be, is assessed and a conceptual framework for creativity in action is proposed
Current trends in english public speech translation (based on TED talks platform)
Nowadays, the media is rapidly developing, and messaging processes are inexhaustible thanks to the Internet. Audiovisual content has become a separate form of communication and learning. This document analyzes the popular TED Talks platform, describes its use with interpretation students, and shows the research results of students using TED Talks on translation trends for public speaking. The document uses the potential of TED Talks as an unlimited source of knowledge, information, ideas, and inspiration. The use of speeches as methodologically sound and authentic English material has improved listening skills, as well as pronunciation and spelling through the ability to read active subtitles and scripts, and develop and enrich students' vocabulary
Multimodal mapping: Using mind maps to negotiate emerging professional communication practices and identity in higher education
Mind or concept maps have long been viewed as helpful tools to plan texts. The pedagogical focus is often focused on the end product as material artefact, with less pedagogical or assessment attention being paid to the process of mind mapping. A process-product approach to text and text-in-use can fulfil a variety of pedagogical goals that allow participants in a professional communication course to collaboratively negotiate meaning-making. By presenting mind maps in class and receiving immediate peer feedback, students have the opportunity to redesign their work to enhance understanding. This article uses a multimodal social semiotic approach as well as the notion of authorial stance (defined multimodally) to analyse a mind map, as both artefact and presentation. The analysis shows how a particular student transforms her work and thinking during in-class engagement. Besides turn-taking and experiential participation as communicator and audience, this negotiation of meaning-making contributes to graduate work-readiness. We argue that these scaffolding and scaffolded activities act to engage student identity formation as emerging professionals for the workplace.Â
Your Words or Mine: Discourse Conflicts for Speakers of African American English
This qualitative action research study captured the voices of middle school students as they talked about being first language speakers of AAE and their efforts to appropriate SAE as a marker of school success. The following compelling questions were at the forefront of this study: How do middle school students use talk and other modalities to construct and represent meaning related to the use of African American English and Standard American English? In what ways are the complexities of African American youths’ identities revealed through their use of African American English and Standard American English? How does social interaction during writing activities inform the ideas expressed by African American middle school students who are speakers of African American English? In what ways do my teacher beliefs and practices as a speaker of African American English Language construct language ideologies in the Language Arts classroom? Participants took part in C.H.A.T. Academy: Children Having Academic Talks about languages, dialect and identity. C.H.A.T. Academy provided an academic space for students to exchange organic dialogue about how they form agency around their language ideologies and identify themselves as speakers in academic settings. The aim of the chats was to see how middle school students would interact socially during talks about the role African American English and Standard American English plays in their discourse. An additional purpose of this study was to examine how these conversations about language would shape the ideas expressed during oral and written activities
Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course
We carried out a case study in a wave physics course at a Swedish
university in order to investigate the relations between the representations used in the
lessons and the experience of meaning making in interview–discussions. The grounding of
these interview–discussions also included obtaining a rich description of the lesson
environment in terms of the communicative approaches used and the students’ preferences
for modes of representations that best enable meaning making. The background for this
grounding was the first two lessons of a 5-week course on wave physics (70 students).
The data collection for both the grounding and the principal research questions consisted
of video recordings from the first two lessons: a student questionnaire of student
preferences for representations (given before and after the course) and video-recorded
interview–discussions with students (seven pairs and one on their own). The results
characterize the use of communicative approaches, what modes of representation were
used in the lectures, and the trend in what representations students’ preferred for meaning
making, all in order to illustrate how students engage with these representations with
respect to their experienced meaning making. Interesting aspects that emerged from the
study are discussed in terms of how representations do not, in themselves, necessarily
enable a range of meaning making; that meaning making from representations is critically
related to how the representations get situated in the learning environment; and how
constellations of modes of disciplinary discourse may be necessary but not always
sufficient. Finally, pedagogical comments and further research possibilities are presented.Web of Scienc
Metaphors we experiment with in multimodal ethnography
In this paper, we argue for a view of analysis in multimodal ethnography as an embodied practice in which metaphors play a key role. We illustrate this claim through in-depth analysis of our own multimodal ethnographic experiences on an international study looking at the relationship between childhood and public life with children in middle childhood. Our analysis focuses on the experiences and emergent metaphors that shaped our practice during the first 18 months of fieldwork. During this time children’s play became central in our understanding of children’s communicative practices and their engagement with what moves and matters for them; play was also instructive in our own formation as multimodal ethnographers. We provide examples of the ways in which children recruited us into their play, the ways in which play taught us about what matters to children, and finally, how we took play into our own analytical practices
A multimodal approach to persuasion in oral presentations : the case of conference presentations, research dissemination talks and product pitches
Esta tesis presenta un estudio multimodal y etnográfico del uso de estrategias persuasivas en tres gĂ©neros orales: presentaciones en conferencias, charlas de divulgaciĂłn cientĂfica, y presentaciones de productos. Estos gĂ©neros comparten un importante componente persuasivo: los tres se dirigen a una audiencia tratando de convencerles del valor de un producto, servicio, o investigaciĂłn. Sin embargo, se usan en dos contextos profesionales diferentes: el acadĂ©mico y el econĂłmico, por lo que cabe esperar que consigan su propĂłsito comunicativo de forma diferente. Por otra parte, recientes estudios muestran como distintos discursos, tienden a adoptar cada vez más rasgos promocionales (promocionalizaciĂłn del discurso). En vista de ello, es factible establecer como hipĂłtesis que los tres gĂ©neros están relacionados interdiscursivamente, y un estudio multimodal y etnográfico del uso de la persuasiĂłn en dichos gĂ©neros puede ayudar a clarificar las relaciones existentes entre ellos, asĂ como sus diferencias.This thesis is a multimodal and ethnographic study of the use of persuasive strategies in three oral genres conference presentations, research dissemination talks and product pitches. These presentations share a strong persuasive component in their communicative purpose: the three of them address an audience to convince them of the value of a product, a service or a piece of research. However, they are used in business and academia by different discourse communities in different contexts, and therefore they can be expected to achieve their communicative goals in different ways. In addition, research suggests that there is a trend towards promotionalization of different discourses, among which academic discourse is included. In view of this, I hypothesize that these three genres are intertextually and interdiscursively related, and that a multimodal and ethnographic study of the use of persuasion in them can help to shed some light on these relationships and differences
Curating the Human Experience: Introducing an Inquiry of Literary Texts into Historical Research
This case study follows the process as four high school students curate literary sources in preparation for historical arguments. Results indicate that the use of literary texts prepared students to build nuanced historical arguments by helping them identify subtexts and divergent perspectives through their research. The underlying ELA skills complemented the literacy demands of historical argumentation
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