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Academic posters

A textual and visual metadiscourse analysis

Series:

Larissa D’Angelo

This volume presents a cross-disciplinary analysis of academic poster presentations, taking into consideration the text and visuals that posters display depending on the discipline within which they are created. As the academic poster is a multimodal genre, different modal aspects have been taken into consideration when analysing it, a fact that has somehow complicated the genre analysis conducted, but has also stimulated the research work involved and, in the end, provided interesting results.
The analysis carried out here has highlighted significant cross-disciplinary differences in terms of word count, portrait/landscape orientation and layout of posters, as well as discipline and subdiscipline-specific patterns for what concerns the use of textual interactive and interactional metadiscourse resources and visual interactive resources.
The investigation has revealed what textual and visual metadiscourse resources are employed, where and why, and as a consequence, what textual and visual metadiscourse strategies should be adopted by poster authors depending on the practices and expectations of their academic community.

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Chapter 6: General discussion and conclusions

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Chapter 6: General discussion and conclusions 6.1 Introduction In the previous chapter, the interdisciplinary analysis carried out revealed interesting patterns in the way posters are organised as well as the textual interactive/interactional resources used, and the visual inter- active resources present. The textual and visual analysis highlighted a range of communicative strategies employed by poster presenters. With the results at hand, I proceed now to discuss why such patterns are present, drawing from the literature in Chapter 2 and the information collected from the interviews conducted across the discipline of Law and the subdisciplines of Clinical Psychology and High Energy Particle Physics. More specifically, I answer the first research question in Section 6.2, where I discuss the results of the cross-disciplinary analysis of the general features of academic posters, such as wordiness, orientation, and layout. I then proceed to answer my second research question in Section 6.3, where I relate on the textual interactive and interactional resources found in academic posters. In Section 6.4, I answer my third research question, where I discuss the visual interactive resources found across the three subcorpora considered. In section 6.2, 6.3 and 6.4, I draw on the information gathered in the interviews to explain what the motives are for the cross-disciplinary differences found in the analysis. By doing this I answer my fourth research question. 232 6.2 Research question 1 What cross-disciplinary differences are there between three disciplinary subcorpora, in terms of word count, portrait/landscape orientation and layout of posters? The best way...

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