Resumen

MATURANA ARANEDA, Carmen Luz  y  GALVEZ FREDES, Bárbara. Incidence of Multimodality and Genre-based Pedagogy on Second Grade Students’ Writing of Descriptive Reports. Íkala [online]. 2021, vol.26, n.1, pp.19-39.  Epub 11-Mar-2022. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v26n01a04.

Integrating multimodality in the school system poses a challenge for literacy nowadays. Following a discursive genre approach, this article analyses a school genre: The description of a fantastic beast in the 2nd grade of elementary school. Our main aim is to understand the incidence of multimodality and the teaching-learning cycle in a corpus of 46 written texts dealing with a Descriptive Report genre. The written pieces were gathered at a school in Santiago de Chile, where students exhibit poor results in writing, social vulnerability, and come from migrant families -most of them from Haitian descent. A qualitative analysis of writing is being carried out, based on a pretest and a posttest applied in October 2019. The posttest was used after a Teaching Learning Cycle. In both tests, the stages of the Descriptive Report are observed. A grammatical analysis is carried out at the ideational metafunction level from the TRANSITIVITY system, by studying both processes and participants. Additionally, the role played by visual materials to account for the references that were described is analyzed to understand how the unmarked Theme is realized with an elided subject following a textual metafunction approach. The main results show multimodal perspective and the teaching-learning cycle helped develop autonomy in the writing process. Thus, written productions interpret experience through Relational Processes, by establishing a relationship between the Participant and its characteristics. Finally, the unmarked theme is realized by the elided subject in concordance with the verb.

Palabras clave : multimodality, writing; descriptive report; teaching-learning cycle; genre pedagogy; systemic functional linguistics.

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