Multimodal Semiotics: Theory and Applications

Course Information
TitleΠολυτροπική σημειωτική: θεωρία και εφαρμογές / Multimodal Semiotics: Theory and Applications
Interdepartmental ProgrammeSemiotics, Culture and Communication
Collaborating SchoolsFrench Language and Literature
Italian Language and Literature
Journalism and Mass Communications
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600015029

Programme of Study: Semiotics, Culture and Communication

Registered students: 11
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-7.5

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Instructors from Other Categories
Weekly Hours3
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course is about semiotic analyses of text of general content where the core message is one or more non-verbal semiotic elements coupled with verbal elements. The texts to be analyzed have been published in various modes, such as print, audio-visual, digital and web-based and they are analyzed through the lens of multimodal semiotics. Multimodal semiotics is theoretically based on social semiotics and approaches the phenomenon of multimodal communication through a systemic functional perspective. In systemic functional linguistics communication is always context-based and embedded in social practice. On the other hand, in systemic functional semiotics it is possible to examine meaning that is created through the combined use of several semiotic resources.
polysemiotic texts, multimodality, social semiotics, semiotic resources
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Use of ICT in Course Teaching and in Communication with Students
Course Organization
Reading Assigment48
Written assigments120
Student Assessment
The lessons are delivered in a seminar-based mode where after a short introduction to the main theories, most of the lesson will be devoted to the practical applications. Next, practical activities will be carried out by the participants in the classroom based on the corpus given to the participants. The examinable component is an extended essay in a word or html format (5.000-6.000 words) which will involve the short presentation of a theory and its application to a given corpus of texts.
Student Assessment methods
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Barthes, R. (1997). Image, music, text. Trans. by Stephen Heath. New York: Hill and Wang. Baumgarten, N. (2008). Yeah, that’s it!: Verbal reference to visual information in film texts and film translations. Meta 53 (1): 6-25. Bull, M., Gilroy, P., Howes, D., and Kahn, D. (2006). Introducing Sensory Studies. The Senses and Society 1(1), 5-7. Caple, H. (2008). Intermodal relations in image nuclear news stories. In: Len Unsworth (ed.) Multimodal semiotics: Functional analysis in contexts of education. London/New York: Continuum, 123-138. Chuang, Y.T. (2006). Studying subtitle translation from a multi-modal approach. Babel 52 (4): 372-383. Damaskinidis, G. (2016). The visual aspect of translation training in multimodal texts. Meta 61(2): 299-319. Damaskinidis, G. (2015). Mediating between verbal and visual semiotic elements in the translation of English multimodal texts into Greek. Punctum 1(2): 22-38. Δαμασκηνίδης, Γ. (2015). Η πολυτροπική σημειωτική ως μέσο σύζευξης του οπτικού γραμματισμού και της μετάφρασης. Στο Α. Βηδενμάιερ, Ι. Πάγκαλος & Α. Σαπιρίδου (επιμ.) Επιλεγμένες ανακοινώσεις από το συνέδριο Γλώσσες και πολιτισμοί σε (διά)δραση (σσ. 155-166). Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης Τμήμα Γερμανικής Γλώσσας και Φιλολογίας Θεσσαλονίκη, 25-28 Μαΐ 2011. Howes, D. 2013. The Expanding Field of Sensory Studies. Montreal: Centre for Sensory Studies, Concordia University. Available from: sensorial- investigations/the-expanding-field-of-sensory-studies/ Jakobson, R. (1959). On linguistic aspects of translation. In Brower, R. A. (ed.), On Translation (pp. 232-239). Cambridge, MA: Harvard University Press. Kourdis, E. & Damaskinidis, G. (2016). (Un)predictability in verbal-visual interactions of English and French caricatures translated in the Greek press. Language and Semiotic Studies 2(3): 72-89. Kress, G. and Van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design. 2nd ed. London: Routledge. Moriarty Sandra E. (2002). The Symbiotics of Semiotics and Visual Communication. Journal of Visual Literacy. 22(1):19-28. Neather, R. (2000). Translating tea: On the semiotics of interlingual practice in the Hong Kong museum of tea ware. Meta 53 (1): 218-240. Neves, J. 2012. Multi-sensory Approaches to (Audio) Describing the Visual Arts. MonTI 4, 277-293. Nikolajeva, M. & Scott, C. (2000). The dynamics of picturebook communication. Children’s Literature in Education 31 (4): 225-39. Pereira, N. (2008). Book illustration as (intersemiotic) translation: Pictures translating words. Meta 53 (1): 104-119. Van Meerbergen, S. (2009). Dutch picture books in Swedish translation. Towards a model for multimodal analysis. In: Dries De Crom (ed.) Translation and the (trans)formation of identities. Selected papers of the CETRA 2008 research seminar in translation studies. Oittinen R. (2008). From Thumbelina to Winnie-the-Pooh: Pictures, words, and sounds in translation. Meta 53(1): 76-89. Pettit, Z. (2007). Translating verbal and visual language in The Piano. Perspectives: Studies in Translatology 15(3): 177-190.
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