When written words appear alone in a document, it’s clear that they have a message to convey. In much academic writing, the design of the document seems “invisible,” whether the message is simple or complex. In other words, academic writers often avoid decorative or unusual fonts (such as Comic Sans) or font treatments (such as color) that might distract readers or discourage them from taking the message seriously.
When used thoughtfully, however, different fonts and features can add meaning to written words and can be especially appropriate in multimodal compositions. Whether created for academic, professional, or creative purposes, multimodal compositions may use a variety of treatments and even animations to boost or otherwise alter the meaning of written words. When you’re analyzing how written words function in a composition, consider the questions in the following chart.
Genre
In what kind of document do the words appear? A brochure? A letter? An essay?
Features
Is the text in a single font or a variety of fonts? How would you describe the font(s)? Are there different colors and sizes? Do you notice bold, italic, or highlighted words? Are any words animated—do they move or change in shape, color, or size?
Purpose and audience
What is the purpose of the text? Is it meant to teach, guide, warn, entertain, or provoke the reader?
Who is the intended audience for the written words? Readers who will take time to read them? Or readers who will need to grasp the message quickly? Are they consumers, children, workers, fans, protesters, commuters, or a mixed group?
Meaning
How do genre, features, purpose, and audience work together to convey a message? How do you interpret the use of the written words? (Keep in mind that your interpretation—your take on the meaning—may differ from the composer’s intended message.)