Abstract

This is a qualitative case study of two students' composing processes as they developed a documentary video about the Dominican Republic in an urban, public middle school classroom. While using a digital video editing program, the students moved across multiple media (the Web, digital video, books, and writing), drawing semiotic resources from each as they did so. Using sociosemiotic and dialogic-intertextual theoretical frameworks, the author examines how the interface of the video editing program influenced the students' composing by making new types of semiotic resources available and new means of combining these resources. As they moved across these media in a nonlinear fashion, the students created an interactive context for composing that transcended the individual possibilities of each respective medium. This suggests that multimedial composing environments offer a rich intertextual landscape and unique ways of making meanings.

Journal
Written Communication
Published
2008-04-01
DOI
10.1177/0741088307313021
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Cited by in this index (14)

  1. Written Communication
  2. Written Communication
  3. Computers and Composition
  4. Research in the Teaching of English
  5. Computers and Composition
Show all 14 →
  1. Written Communication
  2. Written Communication
  3. Computers and Composition
  4. Communication Design Quarterly
  5. Written Communication
  6. Computers and Composition
  7. Written Communication
  8. Written Communication
  9. Pedagogy

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