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ol are fed up with English writing. They have somebasic knowledge of words, phrases and sentence structures but they can’t express theiropinions clearly in a composition. Sometimes they have no idea about one topic orthere are many mistakes in their expression. Most of them think that it takes muchtime to write and they have no confidence in writing.Meanwhile, because of having no special writing class, teachers ignore the importance of writing and think it is difficult to be improved in a short time. Theydon’t give students sufficient and systematic instructions but only focus onexaminations. Generally, showing composition models and getting students to recitebeautiful words and sentence structures are the common measures. On this occasion,artistic special students always have negative and repulsive attitudes towards writingteaching.As modern information and technology develop, interpersonal communicationtakes on characteristics of multimodality in recent years. In the field of education,multimodal teaching becomes more and more popular and many scholars have donemuch research on multimodality. This kind of teaching mode combines teachingcontents with other information, such as sound, images and gestures. With its novelteaching method and advanced teaching attachment, it has been received moreconcern. For all we know, artistic special students are full of talents and creativity,therefore teachers should mobilize their various senses, stimulate their writing interestand gain positive teaching effects through multimodal teaching. Meanwhile, itassembles diverse communicative means and transfers artistic special students’interest from art to English writing. Therefore multimodal writing teaching is a bridgethat helps artistic special students love English writing.
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Chapter 2 Literature Review

Literature review not only reflects the latest results, academic views andsuggestions of a branch or an important special topic in one field but also reflects newtrend, new theory and new technology of relevant issues. For this reason, chapter tworeviews multimodality, English writing, the relations between multimodality andEnglish writing as well as artistic special students. Based on related theories, it alsoreviews previous studies abroad and at home.

2.1 Multimodality
With the advent and development of multimedia technology, people graduallyrealize the importance of multimodality as meaning expression. Multimodality isbased on the perspective of social semiotics and the theoretical basis ofsystemic-functional grammar. It proposes that para-language such as sound and visualsymbols in communication is no longer in an auxiliary position. All these symbolsparticipate in meaning construction with language. That is to say, different symbolmodes mixed in communicative Many foreign scholars put forward the definitions of multimodality in their ownresearch. For example, Kress and Van Leeuwen (2001) defined multimodality as “theuse of several semiotic modes in the design of a semiotic product or event, togetherwith the particular way in which these modes are combined” (p. 20). Meanwhile, VanLeeuwen (2005) further defined, “multimodality is the combination of differentsemiotic modes such as language and music in a communicative artifact or event” (p.281). For Baldry and Thibault (2006), “multimodality means the diverse ways inwhich a number of semiotic systems (i.e. Linguistic, visual, audio