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教育领域开始意识到对学生多元识读能力的培养，尤其是近几年来高考中看图作文的大量出现。
Chapter One
Introduction
1 .1 Research Background
    In this age of multimedia, there is an increasing awareness that meaning is rarely made with language alone. Halliday (1994) theorized language as social semiotics and O' Tool (1994) extends it to the realm of displayed art, such as painting, architecture and sculpture, providing that not only language but also these non-linguistic semiotic modes can be regarded as meaning potential. Kress and van Leeuween (1996, 2006) developed a method of social semiotic analysis of visual communication and firstly create a descriptive framework of multimodality, assigning representational, interpersonal and compositional meanings.
    Multimodality is the use of several semiotic modes and their combination within a social-cultural domain which results in a semiotic product or event (Kress and van Leeuwen, 2001).According to Hodge and Kress (1988), meaning consists in vision, hearing, actions, expressions and also other social semiotics, which are no longer regarded as subordination to language, but as meaning-making resources functioning together with language. It is far from enough to focus only on language since no single semiotic can be understood alone. Therefore, Multimodal Discourse Analysis becomes popular.
    College Entrance Examination might be a significant test in one's life, of which writing plays a vital role. It takes up 20% of the total grade. It is noticed that in recent years, picture compositions appear more and more frequently in all kinds of English examinations in order to check students' English ability.
    In the part of picture composition, one is required to form a verbal text according to the given images which might be a story or just an illustration. Since it is always difficult for students to catch the evocable realistic notions, the picture composition is surely worthy of a deep study from a variety of perspectives. There might firstly be some directions for a student to lead him into rules of composing，一and then some pictures are given. In this case, it is multimodal in that at least two kinds of semiotic resources are co-employed to make meaning.
1.2 Rationale for the Present Research
Systemic Functional Linguistics has placed great importance on the analysis of discourse which is monomodal. Systemists consider language as the only mode in making meaning, neglecting the contribution of other modes, such as space, vision, sound, movement and others, to the discourse as a meaningful unity.

Bibliography
Halliday, M.A.K. (1975). Learning how to mean: Explorations in the development of language. https://www.51lunwen.org/sampleenglishpaper/ London: Edward Arnold.
De Beaugrand, R., & Dressler, W. (1981). Introduction to text linguistics. London: Longman.

Acknowledgements 4-7
Abstract 7-8
内容摘要 9-11
Chapter One Introduction 11-14
    1.1 Research Background 11-12
    1.2 Rationale for the Present Research 12
    1.3 Organization of the Thesis 12-14
Chapter Two Literature Review 14-19
    2.1 Overview of Systemic-Functional Multimodal Discourse Analysis 14-18
        2.1.1 From Monomodality to Multimodality 14-15
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