Composing Across Media for Rhetorical and Idiosyncratic Purposes: Text‐Based Writing and Digital Multimodal Composing

Abstract

This study is situated within the body of literature that addresses transfer in the writing pedagogy, in terms of (1) transfer of genre knowledge and (2) composing across media, rather than on multimodal composition itself. See the recent review articles (Pacheco et al., 2021;

Developing multimodal communicative competence: adolescent English learners' multimodal composition in an after‐school programme

“…Jae further showed a better sense of audience when using a particular tune for his narrative multimodal text. Since he highly respected the role of his potential listeners/watchers in interpreting the implied message, he used an allusive music tune to leave them room for their own interpretation (see Kang, 2022b, for more details).…”

“…Jae Audience awareness/genre knowledge further showed a better sense of audience when using a particular tune for his narrative multimodal text. Since he highly respected the role of his potential listeners/watchers in interpreting the implied message, he used an allusive music tune to leave them room for their own interpretation (see Kang, 2022b, for more details). This finding confirms Smith's (2018) report that students perceived their multimodal texts as a platform to deliver their emotions to the audience.…”