Multimodality, Translingualism, and Rhetorical Genre Studies.
This article situates one possible future for rhetorical genre studies (RGS) in the translingual, multimodal composing practices of linguistically diverse composition students. Using focus group data collected with L1 (English as a first language) and L2 (English as a second language) students at tw...
| Publicado en: | Composition Forum Vol. 31; pp. 1 - 2 |
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| Formato: | Artículo |
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Composition Forum
Spring2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=101610411&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 101610411 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15227502 UY7 jtl: Composition Forum issn: 15227502 maglogo: N pubinfo: dt: Spring2015 vid: 31 pid: 28865 pub: Composition Forum artinfo: ui: 101610411 ppf: 1 ppct: 1 formats: fmt: @attributes: type: T tig: atl: Multimodality, Translingualism, and Rhetorical Genre Studies. aug: au: Gonzales, Laura su: Translingua script Genre studies Rhetorical analysis Writing Miller, Carolyn sug: subj: Translingua script Genre studies Rhetorical analysis Writing Miller, Carolyn ab: This article situates one possible future for rhetorical genre studies (RGS) in the translingual, multimodal composing practices of linguistically diverse composition students. Using focus group data collected with L1 (English as a first language) and L2 (English as a second language) students at two large public state universities, the researcher examines connections between students' linguistic repertoires and their respective approaches to multimodal composition. Students at both universities took composition courses that incorporate rhetorical genre studies approaches to teaching writing in conventional print and multimodal forms. Findings suggest L2 students exhibit advanced expertise and rhetorical sensitivity when layering meaning through multimodal composition. This expertise comes in part from L2 students' experiences combining and crossing various modes when they cannot exclusively rely on words to communicate in English. Through this evidence, the researcher argues the translingual practices of L2 students can bridge connections and help develop pedagogical applications of multimodality and RGS, primarily by helping writing instructors teach genres as fluid and socially situated. In addition, the researcher presents a methodology for analyzing the embodied practices of composition students, which can further expand how genres are theorized and taught in composition courses. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Composition Forum is the property of Composition Forum and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Composition Forum holder: Composition Forum dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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