Language of Non-literary Texts

MODULE 3

LESSON 1: Digital Multi-modal texts:

Functions & Types
LESSON 2: Fundamentals of Text Designs
LESSON 3: Digital applications for Text
and Media Designs
Adobe Illustrator, CANVA,
PICSART
LESSON 4: Texts in Video Editing:
Techniques and Fundamentals

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GOALS
The goals of this Module are to:
 Discover digital platforms for multi modal texts
 Identify the functions and types of multi-modal texts Identify the types, styles and
function of Non-literary texts
 Understand the fundamentals of text designs
 Unravel modern digital Application used in multi-modal media production
 Evaluate texts used in video production
 Use appropriate texts in video production

LESSON 1: Digital Multi-modal texts: Functions

& Types

Multi Modal texts

Multimodal texts are texts that include multiple modes (or genres) of representation, with
combined elements of print, visual images, and design. As Kress (2008) and other literacy
theorists have suggested, multimodal texts decentralize the written word; print is no longer the
central mode of communication. As such, readers must consider the juxtaposition of multiple

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modes of communication, as graphics, images, and other modes “extend, and often replace, the
printed word as the primary carrier of meaning” (Hassett & Curwood, 2009, p. 271).

Dresang (2008) suggests that multimodal texts must be considered for their digital design
and intertextual elements. She explains that the juxtaposition of text and image in multimodal
texts “requires, or at least promotes, a hypertextual approach to thinking and reading” as they
“incorporate references to or imitations of a preexisting content in another context, often in
subtle ways” (Dresang, 2008, p. 42). As Hassett and Curwood (2009) explain, multimodal texts
“include various pathways to follow, parallel displays of information, [and] extensive cross-
referencing elements” (p. 271). We describe some popular young adult novels that exemplify
these elements below.

According to Foundations of Communication, it may be a cliché to say, “A picture is worth a

thousand words,” but visual images have power. Good communication is a multisensory
experience. Pre-literate children gravitate toward books with engaging pictures. As adults we
graduate to denser books without pictures, yet we still visualize ideas to help us understand the
text. That’s because a strong image in a poem or a story appeal both to the readers’ senses and
emotions or intellect. Advertisers favor visual media—television, magazines, and billboards—
because they are an effective way to hook an audience. Websites rely on color, graphics, icons,
and a clear system of visual organization to engage Internet surfers. Visuals bring ideas to life for
many readers and audiences in multiple ways:

As a link between raw data and usable knowledge:

 To provide concrete, vivid, and quick representations

 To save space
 To speak in a universal language
 To be persuasive

Types of Visuals

There are many types of visuals you can incorporate in digital and physical multimodal
composition to illustrate and emphasize your point. The rest of this section describes how visuals
can support and enhance your ideas in a multimodal text.

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Symbols

Symbols include a range of items that can be either

pictographic or abstract. In the image, symbols or the image of a
heart is used to convey the concept of love.

Maps

Maps sometimes include map

charts, or statistical maps. In the
image to the right, two human palms
are displayed, and a map of the world
is painted onto them. In the
background there is a blue sky with
white, fluffy clouds. A map can
represent more than geography. This
map is a representation of our world, but the image could also speak to lines drawn by humans.
One ironic feature of this picture is that the world’s territorial lines are drawn over the lines of
two human hands. The image could also speak to matter, how nearly three-fourths of the world is
made of water, and how up to 60% of the human body is made of water. Could the image speak
to the interconnectedness of all beings on earth? That’s up to the reader to interpret.

Graphs and Tables

Graphs can take a variety of forms, the most

common being line graphs, bar graphs, and pie charts.
In the graphs, the creator is using visual representations
of numbers to represent growth and decline in their
topic. Graphs are a helpful way to visually illustrate
change.

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Diagrams

This visual illustrates a process. One example of a diagram would be a flow chart. The diagram
below illustrates a workflow process.

Photographs

Photographs (still or moving) depict concrete objects, tell a story, provide a scenario, and
persuade an audience.

Why Use Visuals?

There are a number of reasons you might consider including visuals in documents, presentations,
and other communications. Four reasons are detailed below:

Decorative: Visuals that do not represent objects or actions within the text but are added, instead,
for aesthetic effect are considered decorative. Decorative visuals are often added to gain attention
or increase the audience’s interest. Visuals can be used this way but can detract from the
message you are trying to communicate and, thus, should be used with caution.

Representational: These visuals physically represent or physically resemble objects or actions in

the text and are relevant to the content of the text. For example, rather than giving a detailed
textual description of a new playground, you might include an image or render of the new
playground and use the text to highlight specific features or information.

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Analogical: Analogical visuals are used to compare and contrast two things, and explain their
likeness or correspondence. For example, a marketing consultant might try to clarify the
difference between targeted marketing and mass marketing by including images of a single
fisherman with a single fishing rod and line next to an image of a bigger boat with a fishing net.
By using the fishing analogy, the marketing consultant is attempting to connect possible prior
understanding of the audience, a visual, and the concepts of targeted marketing versus mass
marketing.

Organizational: The purpose of organizational images is to provide structure to information,

visually define relationships, and illustrate connections. A chart of the hierarchical structure of a
company is one example of an organizational image.

There are many considerations to keep in mind when choosing visuals. When possible, use a

variety of types of visuals, but remember that any visuals you use should enhance the content of

the text. For example, only add photos if viewing the photos will clarify the text. Near each

visual, explain its purpose concisely. Do not expect your readers to figure out the values of the

visuals on their own.

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Making Audio Choices

Including audio in your multimodal project can enhance your text and move a reader both
logically and emotionally. Audio enhances your message. You may want to consider the
following audio choices:

 Music
 Spoken word

 Sound effects

Music: From pop to classical to Bollywood, music can be any use of vocalizations or
instrumentals. Music can help convey theme in a video or podcast, and music can help heighten
tension and advance plot in a story.

Spoken word: Spoken word audio choices include recording a voice over of the written text or a
narration.

Sound effects: Sound effects include any kind of sound, from nature or manmade. A couple of
examples include crickets, glass shattering, or applause. Sound effects can help characterize
people and convey action. Sound effects can also affect the tone of a text, creating humor or
suspense.

National Public Radio develops a wide range of podcasts that integrate music, narration, and
sound effects to to tell stories. The sample podcast episode aired on the NPR show Hidden
Brain.

Why Use Audio?

There are a number of reasons you might consider including audio in documents, presentations,
and other communications. According to the Advisory Group on Computer Graphics (AGOCG),
using audio in multimedia has the following advantages:

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 It can convey meaning, providing an extra channel of information. It allows redundancy to be

incorporated into the presentation of information, so that if the meaning is unclear to a user using
visual information alone, the audio may clarify it.
 Different learners use different learning strategies, and audio can provide additional information
to support different learning styles, for example some users may learn more by hearing than
reading a piece of text.

 Audio can add a sense of realism. Cultural associations with music allow you to convey emotion,
time period, geographic location, etc.

 It is useful for directing attention to important events. Non-speech audio may be readily identified
by users, for example the sound of breaking glass to signify an error. Since audio can grab the
users attention so successfully, it must be used carefully so as not to unduly distract from other
media.

 It can add interest to a presentation or program.

 Ease of communication – users may respond better to the spoken word than other media. For
example in a company presentation, ‘sound bytes’ from satisfied customers can be used.

Accessibility

Being a digital writer means that you have to be consciously aware of your audience and their
ability or inability to participate in the texts that you create. Not everyone can view a meme or
infographic and not everyone can hear the sound on a YouTube video.

Closed Captions

Whenever possible, include captions for all videos that you create. This allows those who are
hearing-impaired and deaf to access your message. You can edit the videos yourself to add
captions, or you can use a platform like YouTube that will auto-generate captions that you can
edit.

Audio Description

If you are making a video that contains scenes with any type of action, you will want to create an
audio description.

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Transcript

For any type of audio or video, you want to consider including a transcript of the spoken
dialogue.

Alternative Text

For any photo or graphic you include in your text, make sure to provide alternative text by right
clicking on the image in Word, and then select edit Alt-text. using Alt-text is a principle of web
accessibility. Users with screen readers will be read an alt attribute to better understand an on-
page image.

WORKSHEET

Culminating Activity 3
General instruction: Answer the following questions in 300 words each. Do not plagiarize.
1. Go back to our (your) discussions (in the module) on syntax and understanding in-depth meaning of grammatical
constructions. How does it help you to improve your writing or speaking in furtherance?
2. Enumerate some more grammatical errors being committed by ESL learners in speaking or in writing. Identify the
reasons why they commit such mistakes.

3. Identify all ENGLISH SVA rules and all the PAA rules then provide specific examples in addressing these rules.

4. Take th short quiz in the provided link (LINK 1 & 2) and upload the result to the bin which is to be created in our
google class. ONLY upload your certificate (if available) for the verification on the number of takes in the quiz.
Remember you are only allowed to take it once

Link 1Intermediate: https://learningonline.typeform.com/to/qdd4on?typeform-source=testyourlanguage.com

Link 2 Advance: https://www.niu.edu/writingtutorial/grammar/quizzes/GrammarSelfTest.htmhttps://www.niu.edu/
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writingtutorial/grammar/quizzes/GrammarSelfTest.htm (no available certificate)
 Language of Non-literary Texts

Summative Test
1. Create your introductory understanding of what non-literary texts is based in our discussions
through a video presentation in any format (tiktok video format, facebook meme format, or
youtube content format) . Limit your video into 1 minute only. Make it sure that you are seen in
the video and that you speak in straight English in the whole duration of the video.

2. Create a Log of Key terms that are presented in the Module. Upload it to the bin which is to be
provided in the GClass.

Reading/ References of the Author

Dresang, E. T. (2008). Radical change theory, postmodernism, and

Contemporary picturebooks. In L. R. Sipe & S. Pantaleo (Eds.), Postmodern
picturebooks: Play, parody, and selfreferentiality. New York, NY: Routledge.
Hassett, D. D., & Curwood, J. S. (2009). Theories and practices of multimoda
education: The instructional dynamics of picture books and primary
classrooms. The Reading Teacher, 63, 270–282.

Online Resources
https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/7-3-digital-composition-
and-multimodal-texts/
Graphic sources

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https://www.edrawsoft.com/template-infographic-pie-charts.html
https://www.dreamstime.com/stock-photo-world-map-charts-graphs-diagrams-report-
image73653836
https://www.netdoctor.co.uk/conditions/heart-and-blood/a1171/how-the-heart-works/
https://www.edrawmax.com/workflow-diagram/

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