All writing is multimodal
This blog is allowing me to trace my research thoughts on #acwri (academic writing). As such, it is a multimodal affordance, affording several opportunities, including: allowing me to write more frequently and freely than my PhD is letting me; making my thinking visible to my Self and Others; forcing me to present a publicly-digestable thought (rather than an incoherent note in the margins of my books); capturing quotes from books that I have borrowed and have to give back ☹; creating links with other thoughts over the last 3 years …
Cheryl Ball and Colin Charlton (Threshold Concept #2.4) – in this edited book by Adler-Kassner and Wardle – argue that in order to understand what writing is, specifically ‘academic’ writing, we need to conceive of text* as being multi-modal matter, language being just one of many modes that make a text ‘academic’ (other modes include, eg. image, music, gesture).
The following quotes are linked to this threshold concept and come from my recent readings on how the PhD thesis itself is being and will be affected by the ‘epistemological commitments’ (Kress, 2012: 254-5) of multimodal forms of knowledge representation.
I have reported them here with no further comment, other than to say that they form part of my research warrant:
Like any other doctoral student, as my writing developed I became increasingly aware of the ill-matched relationship between the capacity of my chapters and the data I wanted to fit into those chapters (Fransman, 2012:150)
I became increasingly frustrated with the difficulties of presenting data and discussion on contemporary multimodal communication practices in traditional format (Yamada-Rice, 2012: 157-8)
There is a general assumption that language is a communicational and representational medium which is fully adequate to the expression of anything that we might want to express: that anything that we think, feel, sense can be said (or written) in language. The obverse of this assumption is that if something cannot be expressed in language … then that thing is in any case outside rational thought, outside articulate feeling, and therefore need not be said or should not be said (Kress, 2000: 193 cited in Yamada-Rice, 2012: 173, my bold)
A big issue for the PhD now is to assist in a whole set of questions which are the result of social matters as much as of the technologies of dissemination, representation and production. PhD researchers are called upon to provide tools for recognistion of that which has hitherto not been recognised, left aside. They will increasingly be asked to do the unusual, the entirely innovative, in a genre beset by still relatively tightly controlled convention. That is, PhD researchers for a while to come will face the problem of a mis-match between their university’s regulation and what the world around the discipline and the university both enables and demands (Kress, 2012: 256, my bold)
*“what counts as text includes both permanent (eg published books, written reports) and performative (eg oral story-telling, informal conversations” (Kress: 221) and “By ‘text’ I refer to Halliday’s (1978) definition of a cohesive unit of meaning used for purposes of communication rather than a paraphrase for written language” (Yamada-Rice: 166)
Fransman, J. (2012) ‘Re-imaginging the Conditions of Possibility of a PhD Thesis’ in The Sage Handbook of Digital Dissertations and Theses (Eds. Andrews, R.; Borg, E.; Boyd Davis, S.; Domingo, M. and England, J.) Sage Publications: London: 138-156
Kress, G. (2012) ‘Researching in Conditions of Provisionality’in The Sage Handbook of Digital Dissertations and Theses (Eds. Andrews, R.; Borg, E.; Boyd Davis, S.; Domingo, M. and England, J.) Sage Publications: London: 245-258
Yamada-Rice, D. (2012) ‘Traditional Theses and Multimodal Communication’ in The Sage Handbook of Digital Dissertations and Theses (Eds. Andrews, R.; Borg, E.; Boyd Davis, S.; Domingo, M. and England, J.) Sage Publications: London: 157-176