Lesson 3:

EVALUATING MESSAGES
AND IMAGES OF
DIFFERENT TEXT TYPES

Presentation by: Miss Pauline C. Maristela

Learning Outcomes:
At the end of the lesson, you are expected to achieve
the following:

1. Evaluate multimodal texts critically to enhance

receptive skills (i.e. listening, reading, viewing).
2. Convey ideas through oral, audio-visual and/or web-
based presentations for different target audiences in
local and global settings using appropriate registers.
3. Adopt awareness of audience and context in
presenting ideas.
WORLD ENGLISHES
the regionally distinct varieties of English
that have arisen in parts of the world
where there is a long and often colonial
history of English being used in
education, commerce and government.

Celce Murcia (2014)

WORLD ENGLISHES
Indian English
West African English
Singapore English
Filipino English
 Example:

In Singapore:

“Having here, or take

MAJOR ISSUE away?”
One major issue that has been
raised with respect to these In Philippines:
established varieties is that
they are often not fully “Dine in, or take out?”
intelligible to users of other
varieties of English.
Two Extremes
Kirkpatrick (2007) proposes a scale with two extremes that
characterize this problem:

The Goal of
01 national or
regional identity

People use a regional e.g. Only Filipinos use the terms

variety of English with its
specific grammar, structure
and vocabulary to affirm
their own national or ethnic
identity
“senatoriable”, “congressman”,
“chancing”, and “bedspacer”,
among others, and use these
when communicating with other
Filipinos
 Two Extremes
Kirkpatrick (2007) proposes a scale with two extremes that
characterize this problem:

02 The Goal of
Intelligibility

Users of a regional variety should (e.g. Users of Filipino English

ideally still be readily understood
by users of English everywhere
else in the world to fully
participate in the use of English
as an international language
have to understand that they
have to use “bin” instead of
“trash can” or “lift” instead of
“elevator” when in a country
using British English
Good
Balance
The challenge is to find a
good balance between the
identity-intelligibility
extremes.
Hence, speakers of the
English language may resort
to CODE SWITCHING
using English and
another language in the
same statement
Lesson 3:
EVALUATING
MESSAGES AND
IMAGES OF
DIFFERENT TEXT
TYPES

THE POWER OF
WORDS AND IMAGES
Five key questions:

1. What is the message?

2. What is the purpose of the message?
3. How is the message conveyed (by the text and/or
image)?
4. Who is the target audience of the message?
MULTIMODALITY
MULTIMODALITY
Multimodality is a fairly new concept in the general
academic setting, but can be a very powerful tool in light of
digital and multicultural communication. A text or output is
considered multimodal if it uses two or more
communication modes to make meaning.
MULTIMODALITY
It shows different ways of knowledge representations and
meaning-making, and investigates contributions of semiotic
resources (language, gestures, images) that are co-deployed
across various modalities (visual, aural, somatic, etc.). Most
importantly, multimodality highlights the significance of
interaction and integration in constructing a coherent text
A multimodal text can either be one of the following:

Paper (books, comics, posters, brochures) 

Digital (slide presentations, blogs, web pages, social
media, animation, film, video games) 
Live (performance or an event) 
Transmedia (A story is told using multiple delivery channels
through a combination of platforms, such as comics, film,
and video games all working as part of the same story with
the same message.)
The creation of multimodal texts and outputs requires a
creative design concept that orchestrates the purposive
combination of text, color, photo, sound, spatial design,
language, gestures, animations and other semiotics, all
with the unitary goal of bringing meaning to life.
In creating a multimodal text, the Purpose, Audience, Context
must all be considered.

As to purpose, the creator of the text must

be clear on the message and the reason(s)
why the message has to be delivered.
As to audience, the nature, interests and
sensitivities of the target audience must be
considered so the text will not be offensive
and hurt people’s sensibilities
As to context, the message should be
clearly delivered through various semiotic
resources, and in consideration of the
various situations where and how the text
will be read by different people having
different cultural backgrounds.
Lesson 3:
EVALUATING
MESSAGES AND
IMAGES OF
DIFFERENT TEXT
TYPES

THANK YOU!