An investigation of the use of visual and multimodal skills on descriptive language and imagery in the narrative writing of Year Five students

Abstract

This research investigated the impact of an intervention program on students’ ability to compose narrative texts. Findings suggest that rich visual images during the writing process activate students’ implicit funds of knowledge, leading to the generation of ideas. Furthermore, when provided with a social and sensory environment for writing, students are more motivated and engaged in the writing process and develop authentic voices as writers.