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Harnessing Multimodality in First-Year Composition Classroom in Second Language (L2) Settings to Enhance Effective Writing

Ohene-Larbi, Stephen
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573566926659647

Abstract Details

2019, Doctor of Philosophy (Ph.D.), Bowling Green State University, English (Rhetoric and Writing) PhD.
Digital space in the 21st century has given a new meaning to how second language (L2) learners can effectively use visual imagery to make meaning during writing in the composition classroom. The active participation of students to engage text during writing has drawn the attention of scholars to talk about the use of multimodal text in L2 settings. Shin & Cimasko assert research has noted that multimodal writing allows for better communication of knowledge and expression of personal identities through various modes of representation (2008). Jason Palmeri (2012) suggests that multimodal composing can enhance student invention and revision of alphabetic text (p. 32). Flower & Hayes on the other hand assert that if students are writing about a familiar place, the writer might perceive sensory (auditory, visual, olfactory) images of the place (p. 33). Drawing on these concepts, my research will explore how ESOL 1010 Academic first year composition students in second language settings at BGSU used multimodal tools in the composition classroom to participate in a General Writing Studies (GSW) showcase event, a regular writing program which gives opportunities to composition students to exhibit their writings. The study will also adopt a narrative approach to tell student’s stories about their multimodal experience before, during, and after using such tools in writing terms papers for the class. I will analyze survey data and personal interviews to assess the impact and usefulness of the multimodal approach in guiding students to develop text and making meaning, and how such learning skills can be applied in and outside the composition classroom to enhance student writing.
Daniel Vincent Bommarito, Ph.D (Committee Co-Chair)
Sue Carter Wood, Ph.D (Committee Co-Chair)
Farida A. Selim, Ph.D (Other)
Kimberly Kaye Spallinger, M.A. (Committee Member)
183 p.
Composition; English As A Second Language; Rhetoric
Multimodal composing; Multmodality; visual imagery; Second Language; Cultural Rhetoric;

Recommended Citations

Citations

  • Ohene-Larbi, S. (2019). Harnessing Multimodality in First-Year Composition Classroom in Second Language (L2) Settings to Enhance Effective Writing [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573566926659647

    APA Style (7th edition)

  • Ohene-Larbi, Stephen. Harnessing Multimodality in First-Year Composition Classroom in Second Language (L2) Settings to Enhance Effective Writing. 2019. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573566926659647.

    MLA Style (8th edition)

  • Ohene-Larbi, Stephen. "Harnessing Multimodality in First-Year Composition Classroom in Second Language (L2) Settings to Enhance Effective Writing." Doctoral dissertation, Bowling Green State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573566926659647

    Chicago Manual of Style (17th edition)

bgsu1573566926659647
867
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This open access ETD is published by Bowling Green State University and OhioLINK.