Book contents
- Frontmatter
- Contents
- Acknowledgements
- Introduction The work of learning and teaching literacies
- Part A The ‘Why’ of Literacies
- Part B Approaches to Literacies
- Part C The ‘What’ of Literacies
- Chapter 7 Literacies as multimodal designs for meaning
- Chapter 8 Making written meanings
- Chapter 9 Making visual meanings
- Chapter 10 Making spatial, tactile and gestural meanings
- Chapter 11 Making audio and oral meanings
- Part D The ‘How’ of Literacies
- References
- Index
Chapter 8 - Making written meanings
from Part C - The ‘What’ of Literacies
- Frontmatter
- Contents
- Acknowledgements
- Introduction The work of learning and teaching literacies
- Part A The ‘Why’ of Literacies
- Part B Approaches to Literacies
- Part C The ‘What’ of Literacies
- Chapter 7 Literacies as multimodal designs for meaning
- Chapter 8 Making written meanings
- Chapter 9 Making visual meanings
- Chapter 10 Making spatial, tactile and gestural meanings
- Chapter 11 Making audio and oral meanings
- Part D The ‘How’ of Literacies
- References
- Index
Summary
Overview
This chapter examines written language, beginning with a discussion of alternative approaches to learning about the connections between the sounds of speaking and the graphemic or written representation of these sounds. It goes on to discuss alternative approaches to describing how written language works, from the traditional grammar of didactic pedagogy, to Chomsky’s transformational-generative grammar, to Halliday’s functional approach. We end the chapter with our own Multiliteracies approach to describing what we call the ‘design elements’ of written texts.
Over the course of this and the following chapters, we are going to lay out and explain the conceptual tools, or metalanguage, for analysing the designs of modes of meaning: written, visual, spatial, tactile, gestural, audio and oral.
- Type
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- Information
- Literacies , pp. 206 - 247Publisher: Cambridge University PressPrint publication year: 2012