This article contributes to an emerging body of scholarship on multimodal composition in the poetry classroom through a study of Finnish lower secondary students' digital videomaking in response to poetry. The study explores students' use of semiotic resources in their interpretive work in transmediating a poem into a digital video, with a…

People communicate through language as well as visual embodied actions like gestures, yet audio remains the default recording technology in interview-based writing research. Given that texts and writing processes are understood to involve semiotic resources beyond language, interview talk should receive similar treatment. In this article, I…

In this article, we examine how children ages 8 to 10 characterized the audiences of digital videos they made in school. Children's perceptions of their viewers reflected, and in many cases complicated, current theorizing about the vast potential audiences of digital texts. Our analysis of videos and interview data surfaces several findings…

Research suggests that student development as writers requires a supportive environment in which they receive sustained opportunities to write. However, writing researchers in general know relatively little about the actual writing opportunities embedded in students' language arts lessons and how students' production of texts in class is framed.…

Through a study of collaborative writing at a student advocacy nonprofit, this article explores how writers distribute their text planning across tools, artifacts, and gestures, with a particular focus on how embodied representations of texts are present in text planning. Findings indicate that these and other representations generated by the…

Under the rapid advances of digital technology, traditional paper-based forms of reading and writing are steadily giving way to digital-based literacies, in theory as well as in application. Drawing on a study of literacy in a medical workplace context, this article examines critically the shift toward computer-mediated textual practices. While a…

This mixed-methods study investigates writers' task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online…

This study examines the composing process and authorial agency of a college ESL writer as she remediated an argumentative essay into a multimodal digital video. Employing principles of sociosemiotic ethnography, and drawing on the concepts of resemiotization and recontextualization, the study investigated multiple types of data, including an…