Multimodal Analysis of Semiotic Systems Presentation Assignment 2

Assessment 2

Overview

This assignment has two parts:

• Part 1: Multimodal Poster
• Part 2: Written Explanation

Together, these components require you to demonstrate an understanding of multimodality and the semiotic systems that construct meaning in children’s picture books.

Part 1: Multimodal Poster

You are to create a multimodal poster based on a children’s picture book selected from the list provided by the Unit Coordinator.

Your poster must:

• Clearly display the titleof the book, the author, and the illustrator.
• Include images and text taken directly from the chosen picture book(do not create or substitute your own images).
• Visually represent key aspects of the story, setting, and characters.
• Include annotations and labels that clearly identify the semiotic systems present in the text (visual, linguistic, spatial, gestural, and/or audio).

• Be presented clearly and professionally, showing thoughtful layout and design.

Part 2: Written Explanation

Your written component supports your poster by explaining your understanding of multimodality and the semiotic systems evident in your chosen book.
It should be structured as follows:

Introduction

• Define multimodality and explain its relevance in literacy education.
• Introduce the picture book (title, author, illustrator).

Body 

In this section, you should:

• Explain what multimodality meansand discuss why it is important for literacy learning in schools.
• Define the term semioticand outline the five semiotic systems: visual, linguistic, spatial, gestural, and audio.
• Identify which of these systems are evident in your selected book, and which you have focused on in your poster.
• Provide a concise synopsisof your picture book (a few sentences).
• Discuss and analyse in detailhow the semiotic systems in the book (as shown on your poster) work together to construct meaning for the reader.
  • For example, how do image composition, colour, text placement, or gesture contribute to mood, characterisation, or theme?
  • Note: although the audio systemcannot be directly represented in a 2D poster, you may demonstrate it visually or linguistically (e.g., sound words, text effects, or imagery suggesting sound).
• Support your discussion with references to unit materials and additional academic sourcesthat explain multimodality and semiotic systems.

Brief Summary of Assessment Requirements

Assessment 2 is designed to evaluate students’ understanding of multimodality and semiotic systems as they function in children’s picture books. The assessment consists of two interconnected components that together demonstrate both visual and written analytical skills.

Key Assessment Components and Pointers

Part 1: Multimodal Poster

Students are required to create a professionally presented multimodal poster based on a prescribed children’s picture book. The poster must:

• Clearly display the book title, author, and illustrator
• Use original images and text from the selected picture book only
• Visually represent story elements, including setting, characters, and themes
• Include annotations and labels identifying relevant semiotic systems:
  • Visual
  • Linguistic
  • Spatial
  • Gestural
  • Audio (represented indirectly)
• Demonstrate thoughtful layout, design, and clarity

Part 2: Written Explanation

The written explanation supports the poster by demonstrating theoretical understanding and critical analysis. It must include:

• An introduction defining multimodality and its relevance to literacy education
• A body section explaining:
  • The concept and importance of multimodality
  • The meaning of semiotics and the five semiotic systems
  • Identification of systems present in the chosen book
  • A concise synopsis of the picture book
  • Detailed analysis of how semiotic systems work together to create meaning
• Use of academic references from unit materials and additional scholarly sources

Academic Mentor’s Step-by-Step Guidance Approach

The Academic Mentor adopted a structured, scaffolded approach to guide the student through each section of the assessment.

Step 1: Understanding the Task and Learning Outcomes

The mentor first clarified the purpose of the assessment linking theory to practice by analysing how meaning is constructed in children’s picture books through multiple modes. The assessment criteria and marking rubric were carefully explained.

Step 2: Selecting and Analysing the Picture Book

The student was guided to closely read the chosen picture book, identifying:

• Key narrative elements (characters, setting, themes)
• Visual and linguistic features that contribute to meaning
  This ensured the analysis remained text-based and compliant with assessment rules.

Step 3: Developing the Multimodal Poster

The mentor supported the student in:

• Selecting appropriate images and text excerpts directly from the book
• Organising the poster layout to ensure clarity and visual balance
• Annotating each element to clearly label relevant semiotic systems
  Special attention was given to demonstrating semiotic interaction rather than simple description.

Step 4: Structuring the Written Explanation

The mentor helped structure the written component into clear sections:

• Introduction: Focused on definitions and educational relevance
• Theory Explanation: Covered multimodality and semiotic systems using academic language
• Application and Analysis: Linked theory directly to the poster and picture book examples
• Referencing: Ensured correct use of unit readings and external academic sources

Step 5: Critical Analysis and Refinement

The mentor encouraged deeper analysis by asking how different modes interact (e.g., how colour and text placement influence mood). Feedback was provided to improve clarity, coherence, and academic tone.

Outcome Achieved

By following this guided approach, the student successfully produced:

• A clear, well-designed multimodal poster demonstrating accurate identification of semiotic systems
• A cohesive written explanation linking theory with practical examples
• A response fully aligned with assessment criteria and academic expectations

Learning Objectives Covered

Through this assessment, the student demonstrated achievement of key learning objectives, including:

• Understanding of multimodality in literacy education
• Ability to identify and analyse semiotic systems
• Application of theory to authentic texts
• Development of visual literacy and academic writing skills
• Use of scholarly sources to support analysis

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