Seeing Academically Marginalized Students’ Multimodal Designs From a Position of Strength.

This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities t...

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Detalles Bibliográficos

Publicado en:	Written Communication Vol. 34; no. 2; pp. 104 - 135
Autores principales:	Anderson, Kate T., Stewart, Olivia G., Kachorsky, Dani
Formato:	Artículo
Publicado:	Sage Publications Inc. Apr2017
Materias:	Language arts ability testing Secondary school students Secondary school curriculum Social semiotics Sociology Rhetorical analysis
Acceso en línea:	Ver este registro en EBSCOhost