Essay writing social networking



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In its most basic sense, multimodality is a theory of communication and social semiotics. Multimodality describes communication practices in terms of the textual, aural, linguistic, spatial, and visual resources – or modes – used to compose messages. Although discussions of multimodality involve medium and mode, these two terms are not synonymous. Gunther Kress’s scholarship on multimodality is canonical in writing studies, and he defines mode in two ways. Image, writing, layout, speech, moving images are examples of different modes. For example, breaking down writing into its modal resources would be syntactic, grammatical, lexical resources and graphic resources. Graphic resources can be broken down into font size, type, etc.

A medium is the substance in which meaning is realized and through which it becomes available to others. Mediums include video, image, text, audio, etc. Socially, medium includes semiotic, sociocultural, and technological practices such as film, newspaper, a billboard, radio, television, theater, a classroom, etc. Because multimodality is continually evolving from a solely print-based to a screen-based presentation, the speaker and audience relationship evolves as well.

Multimodality has developed as a theory throughout the history of writing. The idea of multimodality has been studied since the 4th century BC, when classical rhetoricians alluded to it with their emphasis on voice, gesture, and expressions in public speaking. However, the term was not defined with significance until the 20th century. During the 1960s and 1970s, many writers looked to photography, film, and audiotape recordings in order to discover new ideas about composing.

This led to a resurgence of a focus on the sensory, self-illustration known as expressionism. During the 1970s and 1980s, multimodality was further developed through cognitive research about learning. Berlin and Harris studied alphabetic writing and how its composition compared to art, music, and other forms of creativity. In the 1990s, multimodality grew in scope with the release of the Internet, personal computers, and other digital technologies. The literacy of the emerging generation changed, becoming accustomed to text circulated in pieces, informally, and across multiple mediums of image, color, and sound.

The change represented a fundamental shift in how writing was presented: from print-based to screen-based. Every text has its own defined audience, and makes rhetorical decisions to improve the audience’s reception of that same text. In this same manner, multimodality has evolved to become a sophisticated way to appeal to a text’s audience. The appearance of multimodality, at its most basic level, can change the way an audience perceives information.

A multimodal text changes its semiotic effect by placing words with preconceived meanings in a new context, whether that context is audio, visual, or digital. Multimodality also can be used to associate a text with a specific argumentative purpose, e. Jeanne Fahnestock and Marie Secor, professors at the University of Maryland and the Pennsylvania State University, labeled the fulfillment of these purposes stases. Multimodality also obscures an audience’s concept of genre by creating gray areas out of what was once black and white. The delivery of new texts has radically changed along with technological influence.

Composition now consists of the anticipation of future remediation. Writers think about the type of audience a text will be written for, and anticipate how that text might be reformed in the future. Multimodality has evolved along with technology. This evolution has created a new concept of writing, a collaborative context keeping the reader and writer in relationship. The concept of reading is different with the influence of technology due to the desire for a quick transmission of information. Multimodality in the 21st century has caused educational institutions to consider changing the forms of even its traditional aspects of classroom education. Internet literacy, other modes are needed, from visual texts to digital e-books.