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Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives

The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted...

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Main Authors: Rajendra, Thusha Devi, Kaur, Surinderpal
Format: Article
Published: Syiah Kuala University 2022
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PE English
Online Access:http://eprints.um.edu.my/43175/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122927224&doi=10.24815%2fsiele.v9i1.21830&partnerID=40&md5=99a2f39aa25308799c260f9bcafaa77b
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spelling my.um.eprints.431752023-10-09T09:34:27Z http://eprints.um.edu.my/43175/ Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives Rajendra, Thusha Devi Kaur, Surinderpal PE English The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted to evaluate the respondents’ narrative essays. Moreover, diary notes were used as instruments to gather data. The respondents were five Year 10 students from a suburban secondary school in Selangor, Malaysia. The findings indicated that the illustrated poem ‘Pond’ enabled the respondents to generate ideas for their writing. The narratives also fulfilled the criteria of text structure, ideas, character and setting, and vocabulary as stated in the Analytical Rubric for Narrative Marking. Therefore, the respondents were able to write narratives. However, the utilisation of picture stimulus only helped to generate ideas to a certain extent. The quality of narrative writing was also further improved through feedback provided during the teaching and learning sessions. The findings also revealed that the respondents were able to achieve the ‘can do’ statement as stated in the CEFR Assessment Format. Furthermore, the use of print-based multimodal texts encouraged multimodal and visual literacy as the respondents exploited semiotic resources within the texts. This study suggested that print-based multimodal texts could be used as instructional materials in narrative writing; thus, teachers should consider them to promote effective learning. © 2022, Syiah Kuala University. All rights reserved. Syiah Kuala University 2022 Article PeerReviewed Rajendra, Thusha Devi and Kaur, Surinderpal (2022) Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives. Studies in English Language and Education, 9 (1). 278 – 298. ISSN 23552794, DOI https://doi.org/10.24815/siele.v9i1.21830 <https://doi.org/10.24815/siele.v9i1.21830>. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122927224&doi=10.24815%2fsiele.v9i1.21830&partnerID=40&md5=99a2f39aa25308799c260f9bcafaa77b 10.24815/siele.v9i1.21830
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic PE English
spellingShingle PE English
Rajendra, Thusha Devi
Kaur, Surinderpal
Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives
description The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted to evaluate the respondents’ narrative essays. Moreover, diary notes were used as instruments to gather data. The respondents were five Year 10 students from a suburban secondary school in Selangor, Malaysia. The findings indicated that the illustrated poem ‘Pond’ enabled the respondents to generate ideas for their writing. The narratives also fulfilled the criteria of text structure, ideas, character and setting, and vocabulary as stated in the Analytical Rubric for Narrative Marking. Therefore, the respondents were able to write narratives. However, the utilisation of picture stimulus only helped to generate ideas to a certain extent. The quality of narrative writing was also further improved through feedback provided during the teaching and learning sessions. The findings also revealed that the respondents were able to achieve the ‘can do’ statement as stated in the CEFR Assessment Format. Furthermore, the use of print-based multimodal texts encouraged multimodal and visual literacy as the respondents exploited semiotic resources within the texts. This study suggested that print-based multimodal texts could be used as instructional materials in narrative writing; thus, teachers should consider them to promote effective learning. © 2022, Syiah Kuala University. All rights reserved.
format Article
author Rajendra, Thusha Devi
Kaur, Surinderpal
author_facet Rajendra, Thusha Devi
Kaur, Surinderpal
author_sort Rajendra, Thusha Devi
title Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives
title_short Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives
title_full Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives
title_fullStr Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives
title_full_unstemmed Print-based multimodal texts: using illustrated poems for generating ideas and writing narratives
title_sort print-based multimodal texts: using illustrated poems for generating ideas and writing narratives
publisher Syiah Kuala University
publishDate 2022
url http://eprints.um.edu.my/43175/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122927224&doi=10.24815%2fsiele.v9i1.21830&partnerID=40&md5=99a2f39aa25308799c260f9bcafaa77b
_version_ 1781704672086589440
score 13.211869

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