The document discusses multimodal texts and provides examples. It defines a multimodal text as one that combines two or more modes (e.g. visual, audio) to present information. Examples discussed include websites, posters, and digital storytelling. It also covers how to create a multimodal text, noting it is a process that involves determining the rhetorical situation, gathering content and tools, and drafting. The rhetorical situation comprises the message, audience, author, genre, and medium.

1. COMPOSING
TEXTS WITH
MULTIMODAL
A PRESENTATION PREPARED BY GROUP 5

2. WHAT IS A
MULTIMOD
AL TEXT?

3. MULTIMODAL
TEXTS
As we communicate, we use different
processes or what we called modes to
further convey the meaning/message of
the text whether it is oral or written. A
text maybe defined as multimodal when
it combines two or more modes to
present information.

4. What are the
multimodal texts
presented in the
previous activities?
How are they being

5. 4 PICS AND 1 WORD
SITEWEB

6. 4 PICS AND 1 WORD
WEBSITE

7. WEBSIT
E

8. WEBSITE
The first image is a screenshot from a
Year 5 student's project on 'Food,
fitness and photos' presented as a
web site using Wipasnapa, a very
easy to use web site creation tool.

10. WEBSITE
The task had a dual learning focus on
food and fitness, along with photography
and the strategic use of images to convey
meaning. The completed project included
user generated (original) video and audio
content, photographs and print.

11. 4 PICS AND 1 WORD
RESOPT

12. 4 PICS AND 1 WORD
POSTER

13. POSTER

14. POSTER
The second image is a film poster
used to promote and advertise a film
primarily to persuade paying
customers into a theatre to see it.
There are different types of posters
which students can be asked to
produce.

15. It is important to attend to the
differences in purpose for each poster
type and to identify the specific text
structures, visual design and language
features for each.
A poster is a large sheet that is placed
either on a public space to promote
something or on a wall as decoration.

16. Posters are also used for reproductions
of artwork, particularly famous works,
and are generally low-cost compared to
the original artwork. Typically, posters
include both textual and graphic
elements, although a poster may be
either wholly graphical or wholly text.

17. COMMON
POSTER TYPES
USED IN
CLASSROOMS
INCLUDES

18. COMMON POSTER
TYPES USED IN
CLASSROOMS
INCLUDES

19. PROMOTIONAL POSTERS FOR
FILMS, BOOKS, EXHIBITION
AND EVENTS
A promotional poster is defined
as a type of poster created and
designed in various colors,
materials, mechanisms, shapes,
sizes, and styles used by a
business, company, or
organization to promote its
goods, products, or services.

20. PROMOTIONAL POSTERS FOR
FILMS, BOOKS, EXHIBITION
AND EVENTS
This is also an
example of a
promotional
poster.

21. a design which contains images
and texts for promoting a
campaign or a cause that
needs more attention from
people. Awareness Poster
Design is commonly used when it
comes to charity events,
fundraisers, drives, and social
projects.
CAMPAIGN OR AWARENESS
RAISING POSTERS

22. INFORMATION REPORT
POSTERS
an information report is
something that informs
readers about a topic by
giving them facts. They can be
about pretty much anything, from
a famous person to a non-living
thing like a planet or city. They
can also be about groups of
people or objects.

23. 4 PICS 1 WORD
LINGLRYSTOTE LATIGID

24. 4 PICS 1 WORD
DIGITAL STORYTELLING

25. DIGITAL
STORYTELLI
NG

26. DIGITAL STORYTELLI
The third material is an example of
digital storytelling. It brings the
ancient tradition of oral storytelling
and new technologies together in a
powerful, interdisciplinary learning
process.

27. Through digital storytelling, we
can weave together video,
photos, art, music, narration,
print, and sound effects using
simple multimedia publishing
tools to tell our stories.

28. A digital story is short usually, one
to three minutes in length,
narrated in first person using your
own voice. Still images are
commonly used with camera tools
used to frame the shot.

29. and to pan across the photograph, or
zoom in or out, creating a sense of
movement within an image and
across a sequence of images. Music
and sound effects are added for
dramatic effect and to add emotional
tone. Moving image can also be
used.

30. As presented, there are numerous
types of multimodal texts. As a
student, you need to be equipped
with clear accessible literacy
teaching guidelines and an explicit
supportive pedagogy to help you
develop the necessary skills and
knowledge to successfully construct
(and interpret) multimodal meaning.

31. HOW DO I
CREATE A
MULTIMODAL
TEXT?

32. As with writing, multimodal
composing is a process and
should not only emphasize the
final result. Therefore, the first
three strategies listed below are
pre- drafting activities

33. 01 Determine your rhetorical situation
02 Review and analyze other
multimodal texts.

34. 03
04 Cite and attribute information
appropriately.
Gather content, media, and
tools.
05 Begin drafting your text.

35. RHETORICAL

36. RHETORICAL SITUATI
A piece of writing is shaped and
influenced by its surrounding
circumstances and contexts. The
rhetorical situation can be described
in five parts: purpose, audience,
topic, writer, and context

37. These parts work together to better
describe the circumstances and
contexts of a piece of writing, which if
understood properly, can help you
make smart writing choices in your
work.

38. 5 COMPONENTS
OF RHETORICAL
SITUATION

39. THE
MESSAGE

40. This relates to your purpose,
and you might ask yourself,
what am I trying to accomplish?
You should try to make the
message as clear and specific

41. An unclear message might be
getting more people to donate to
charities." A clearer message is
"convincing your fellow students to
donate through your website
because the audience and purpose

42. THE
AUDIENCE

43. THERE ARE TWO
TYPES OF
AUDIENCES

44. An intended audience, who you target in
your message, and an unintentional
audience, who may stumble upon your text.
When determining your message, you want
to consider the beliefs, values, and
demographics of your intended audience as
well as the likelihood that unintentional
audiences will interact with your text.

45. Using the example, your fellow
students are the intended audience,
and teachers, parents, and/or
students
from other schools or people in your
community represent unintentional
audience members.

46. THE
AUTHOR

47. You are the author and should
consider
your relationship to the message and
audience. As an author, you bring
explicit (obvious) and/or implicit (not
obvious) biases to your message, so it
is important
to recognize how these might affect it

48. Also, you may be targeting an
audience you are familiar with
or not. It is important to think
about how your familiarity
might affect

49. THE GENRE

50. In the context of multimodal
composing, genre refers to a
type of text that has genre
conventions, or audience
expectations.

51. For example, if you are creating a
website (the genre), an audience
would expect the following conventions
an easy-to-navigate toolbar, functional
tabs, hyperlinks, and images. Yet,
when thinking about genre, it is more
useful to think specifically.

52. If you are creating a website for
horror film fans (the specific genre),
then the audience. would expect the
following genre conventions:
references, images, and sounds
associated with horror films,
directors, actors, actresses,

53. THE
MEDIUM

54. While genre is the type of text you
want to create: the medium refers to
where you will distribute it. Classic
media (plural for medium) includes
distribution via radio, newspapers,
magazines, and television; however,
new media is defined by a text's online

55. Importantly, medium refers to
where you will distribute your
text but not how. The how refers
to the technology tools you'll
use to create the text and
possibly to distribute it.

56. For example, to create a podcast,
you might use your smartphone (a
tool) to record, a free sound editor
like Audacity (another tool) to edit
it, and Soundcloud (a tool and the
medium) to distribute it.

57. QUESTION
S:

58. 1.) A ____ is a large sheet that is
placed either on a public space to
promote something or on a wall as a
decoration.
A. Website
B. Multimodal text
C. Poster
D. Digital story telling

59. 2.) A text maybe defined as ____
when it combines two or more
modes to present information.
Multimodal
B. Multiply
C. Multitasking
D. Muntinlupa

60. 3.) What type of Poster is used by a
business, company or organization to
promote its goods, products, or services?
A. Campaign or Awareness Raising Posters
B. Information Report Posters
C. Promotional Posters For Film, Books,
Exhibition or Events a
D. Digital Story telling

61. 4.) Through _______, we can weave
together video, photos, art, music,
narration, print, and sound effects using
simple multimedia publishing tools to tell
our stories.
A. Photoshop
B. Digital storytelling
C. Digital cartooning
D. Digital art

62. 5. _____ refers to where you will
distribute your text but not how.
A. Website
B. Poster
C. The Medium
D. The Message

63. 6. An _____, who you
target in your message.
A. Unintentional Audience
B. Intended Audience
C. Rhetorical Situation
D. Website

64. 7._____ a piece of writing is shaped
and influenced by its surrounding
circumstances and contexts.
A. Rhetorical Situation
B. Multimodal Text
C. Digital Story Telling
D. Poster

65. 8. What are the 5 components of Rhetorical
Situation?
A. The Messages, The Audience, The Author,
The Genre, The Medium
B. The Message, The Audience, The Author,
The Genre, The Website
C. The Message, The Audience, The Author,
The Genre, The Multimodal Text
D. The Message, The Audience, The Author,
The Genre, The Poster

66. 9. How many Components
of Rhetorical Situation?
A. 4
B. 5
C. 6
D. 3

67. 10. What are the two types of Audience?
A. Audience Intended and Audience
Unintended
B. Website Audience and Poster Audience
C. Author Audience and Medium Audience
D. Intended Audience and Unintentional
Audience

68. 11. In the context of multimodal
composing, ______ refers to a type
of fext that has _____ conventions,
expectations or audience.
A. Poster
B. The Message
C. The Genre
D. Digital

69. 12. _____ the task had a dual learning
focus on food and fitness, along with
photography and the strategic use of
images to convey meaning.
A. Multimodal
B. The Medium
C. Website
D. Message

70. 1. C
2. A
3. C
4. B
5. C
6. B
7. A
8. A
9. B
10. D
11. C
12. C
ANSWER KEY:

71. AND FOR THE LAST 3
QUESTIONS PLEASE
CHOOSE A
REPRESENTATIVE FOR THE
FOLLOWING QNA

72. THANK YOU FOR
LISTENING WE HOPE YOU
LEARNED SOMETHING!