‘I’ll be the sun': From reported speech to semiotic remediation practices
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Paul Prior is Associate Professor of English and Associate Director of the Center for Writing Studies at the University of Illinois. His research on writing, talk, disciplinarity, and practice has appeared in articles, chapters, and
Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy . Current projects examine genre systems, chronotopic laminations in literate activity, and semiotic remediation.
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Julie Hengst is Assistant Professor of Speech and Hearing Science at the University of Illinois. Her research takes up a practice approach to communication. She and her colleagues have reported on their studies of communicative practices in individuals with acquired cognitive-linguistic disorders in the
Journal of Speech, Language and Hearing Research, Aphasiology, and Nature Neuroscience .
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Kevin Roozen is Assistant Professor of English at Auburn University. His current research explores the intersections of undergraduates' nonschool and school literate activities and how this interplay shapes literate development.
and
Jody Shipka is Assistant Professor of English at the University of Maryland, Baltimore County. She is currently working on a book-length project that illustrates the activity-based multimodal framework for composing she has been developing since 1997. Her article ‘A multimodal task-based framework for composing’ appeared in the December 2005 issue of
College Composition and Communication .
Abstract
Discussions of reported speech have increasingly attended to mode, both the mode of the utterance represented and the mode of delivery. In this article, we argue for a more expansive engagement with multimodality, a view already signaled in the theories of Goffman, Clark, Hanks, and Irvine. We first propose shifting the unit of analysis from linguistic or discourse representation to semiotic remediation practices, a notion that attends to the diverse ways that humans' and nonhumans' semiotic performances (historical and imagined) are re-represented and reused across modes, media, and chains of activity. We then turn to three examples—a family pretend game, a college composition course task, and a comedy skit—that illustrate how semiotic remediation operates in concretely situated and culturally mediated practices. We conclude by suggesting that this notion of semiotic remediation will assist a fuller understanding of reported speech as discourse practice, that dialogic views of reported speech may in turn contribute to explorations of multimodality, and that attention to semiotic remediation is central to understanding the work of communication and culture.
About the authors
Paul Prior is Associate Professor of English and Associate Director of the Center for Writing Studies at the University of Illinois. His research on writing, talk, disciplinarity, and practice has appeared in articles, chapters, and Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Current projects examine genre systems, chronotopic laminations in literate activity, and semiotic remediation.
Julie Hengst is Assistant Professor of Speech and Hearing Science at the University of Illinois. Her research takes up a practice approach to communication. She and her colleagues have reported on their studies of communicative practices in individuals with acquired cognitive-linguistic disorders in the Journal of Speech, Language and Hearing Research, Aphasiology, and Nature Neuroscience.
Kevin Roozen is Assistant Professor of English at Auburn University. His current research explores the intersections of undergraduates' nonschool and school literate activities and how this interplay shapes literate development.
Jody Shipka is Assistant Professor of English at the University of Maryland, Baltimore County. She is currently working on a book-length project that illustrates the activity-based multimodal framework for composing she has been developing since 1997. Her article ‘A multimodal task-based framework for composing’ appeared in the December 2005 issue of College Composition and Communication.
© Walter de Gruyter
Articles in the same Issue
- Epistemological positioning and evidentiality in English news discourse: A text-driven approach
- Narrative expansions as defensive practices in courtroom testimony
- Stance taking in conversation: From subjectivity to intersubjectivity
- ‘I’ll be the sun': From reported speech to semiotic remediation practices
- ‘So what is the problem this book addresses?’: Interactions in academic book reviews
- Divide and rule: The power of adversarial subjectivities in the discourse of divorce
- Index of articles in Volume 26 (2006)
Articles in the same Issue
- Epistemological positioning and evidentiality in English news discourse: A text-driven approach
- Narrative expansions as defensive practices in courtroom testimony
- Stance taking in conversation: From subjectivity to intersubjectivity
- ‘I’ll be the sun': From reported speech to semiotic remediation practices
- ‘So what is the problem this book addresses?’: Interactions in academic book reviews
- Divide and rule: The power of adversarial subjectivities in the discourse of divorce
- Index of articles in Volume 26 (2006)
