Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering 'textual thinking', understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon…

Both writers and readers experience auditory imagery of intonations, accents, and hesitations in written language, and some aspects of this "written language prosody" are made partially overt through punctuation. Two studies explored the relationship between written language prosody and punctuation. The first study asked people to read…