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Transitions show the relations between sentences, paragraphs and ideas. Much of transitional language is based on repetition, both in the literal sense of repeating keywords or structure, or the figurative sense of pronouns (repeating a noun or idea without directly referencing it). Certain words are also key markers of transition, words that show relation, such as “in addition, because of, this, that.” A transition smooths over ideas without compromising their sovereignty.

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Transitions are the way a piece moves and connects to itself. They show the relationships between ideas: “they function as signs for readers that tell them how to think about, organize, and react to old and new ideas as they read through what you have written.” They offer concision and cohesion to an argument; without, ideas would be scattered and disconnected, cacophonous. Transitions also come in different sizes within traditional essays, depending on whether they’re connecting sentences, paragraphs, and sections. They are like organizers, but serve a more specific role as microorganizers. Transitions are coordinators.

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This source introduces the idea of a “spectrum of theses.” At what point does a thesis (or piece) start being multimodal and stop being traditional? Of course there is no hard boundary, and as to the edges of a multimodal thesis, there is similarly no hard boundary. Where in a multimodal piece (or a traditional one) does the thesis end and the “body” begin? Attempting to quantify the thesis is, in some ways, counterproductive to preserving the effect of the multimodal writing. While students seem perfectly able to effectively use multimodal theses, writing tutors and library instructors struggle because they try to analyze them in traditional ways, seeking hard boundaries rather than softer attributes. Multimodal theses are about context and shape. Just as a traditional thesis gives form to a traditional argument, a multimodal thesis is like a guide that the rest of the piece riffs off and adds to. These theses aren’t necessarily sequential either (in what order do you read a poster?). This book also has a taxonomy similar to the one we want to produce on page 39. Might be a good example.

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This source deals mostly with the use of transitions (which might be an effective way to look for them in multimodal writing: by their effect rather than their existence). Transition, it says, are used “To show causes and effects, comparisons, contrasts or exceptions, examples, place or position, sequence, time, summary or conclusion.” For each of these, the Guide lists a number of examples of transitional phrases used in each scenario. While this is nowhere near striking at the heart of what a transition is, it is useful in noting how to find them. It also seems to indicate that transitions are developed most in the revision stage of writing, an interesting notion, because it implies that first draft writing (traditionally) is rough and unconnected almost by nature. It is only through revision that thoughts become connected in meaningful ways.

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Copy and paste link into browser.

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Note: Copy and paste link in browser to access.

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Learning How To Embrace Failure

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Annotated Bib:  I read this book selectively, looking for parts of Dwecks research that spoke to how our \"mindsets\" might affect the way that we view fear, failure, and risk-taking. The idea that Dweck discusses is that there are two different mindsets, a fixed and a growth mindset. A fixed mindset means that the individual believes they possess a certain degree of intelligence or talent and there isn’t anything they can do to become smarter or better. Dweck found these kinds of people and students are easily defeated by failure because if they cannot perform a task then there is nothing they can do about it. They are \"doomed\" to be a failure forever. However, individuals with a growth mindset do not believe that intelligence or talent is something that you are simply born with, but rather something that can be worked towards. This book has a lot of relevance to our project because it speaks to how people view themselves and how intrinsic motivations and influences can be just as powerful as extrinsic ones. When looking for conditions to diminish fear and encourage risk-taking we cannot only limit conditions that professors and writing assistance can employ, but also those that promote internal growth and discovery.

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