ABSTRACT
As discussed previously, a major function of schools is to develop students’ abilities as sign-makers by guiding their learning of how to construct, interpret, and signify a range of authors’ texts in a variety of situations for different purposes. As complex semiotic systems, classrooms can offer opportunities for students to engage actively in storymaking processes and to reflect on the ways in which textual meaning is socially constructed through discourse. Both the authors’ texts and the teacher’s ways of storymaking influence how the students develop their textual abilities.
