Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement—as well as writing and speech—are mobilized and orchestrated by teachers and students, and how this shapes learning contexts. Throughout the paper I discuss the issues raised by a multimodal perspective for the conceptualization of text and learning context, and how this approach can contribute to learning and pedagogy more generally. I suggest that attending to the full ensemble of communicative modes involved in learning contexts enables a richer view of the complex ways in which curriculum knowledge (and policy) is mediated and articulated through classroom practices.
Jason and Paul discuss writing, note-taking, tagging, and outlining with Tree, Scrivener, Gitit, Evernote, FoldingText, Mendeley, Zotero, Editorial, Markdown, Copy, LaTeX, Pandoc, MacVim, TextMate, BibTeX, and DEVONthink.
Essays are the compendium of knowledge in literature, be it in prose, literary criticisms or critiques or any other genre where essays are used for communicating ideas. Essays depict good writing style, vocabulary power and immense flow of the thoughts of the writer. As far as academic essays are concerned, students are assigned with many kinds of essay writing for showcasing their abilities to analyze a topic, present it in the expected format through proper words in an impressive style.
How does a professional writer discuss “The Elements of Style” without nervously looking over his shoulder and seeing Will Strunk and E. B. White (or thousands of readers of their book) second-guessing him? (Is “second-guessing” hyphenated or not? Is posing a question the same as using the passive voice?)