3 different assignments

Running Head: CHANGE IN THE ENGLISH FIELD OF ACADEMIC WRITING 1

CHANGE IN THE ENGLISH FIELD OF ACADEMIC WRITING 2

CHANGE IN THE ENGLISH FIELD OF ACADEMIC WRITING

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Change in the English field of academic writing.

Recently, the grammar used in academic writing has changed from being specific and unique to a particular audience into being diverse and multimodal. Being multimodal involves inclusion of various modes such as gestural, audio as well as spatial patterns in a single academic work. The intention of using each style is ensuring the clarity of the text message or creating some meaning out of it through the use of unique semiotic resources (Jancsary.et.al, 2016).

Changing the grammatical structure of academic writing into being different and multimodal could be inspired by some reasons. For instance, it is no longer possible for people to think about mastery exclusively as a language execution especially as communication activities become more fashioned by advancements in information and multimedia technologies (Åberg & Åkerfeldt, 2017). Therefore, to reach a larger population of readers more effectively, there is need to change the writing skills into being multimodal as opposed to there before. Also, most of the texts used for references today are multimodal. These include textbooks, picture books, films, graphic novels, oral storytelling as well as web pages. Using them requires different modes to create meaning out of them.

Need to come up with an effective means of communication for the youths has also led to the change in the language into being multimodal. For this reason, children require to learn on ways to comprehend and create meaning across potentially complex, extensive and diverse forms of multimodal works (Chun.et.al, 2016). Using a range of meaning modes should be used while teaching them. This further causes this grammatical transformation.

These among others are the leading causes of change In the English field of academic writing from being specific to being diverse and multimodal.

References

Åberg, E. S., & Åkerfeldt, A. (2017). Design and recognition of multimodal texts: selection of digital tools and modes on the basis of social and material premises?. Journal of Computers in Education, 4(3), 283-306.

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80.

Jancsary, D., Höllerer, M. A., & Meyer, R. E. (2016). Critical analysis of visual and multimodal texts. Methods of critical discourse studies, 180-204.