Communication using popular digital media involves understanding multimodal systems of appraisal for expressing attitude, which traditionally deals with emotions, ethics, and aesthetics in language. The formulation and teaching of multimodal grammars for attitudinal meanings in popular texts and culture is currently underresearched. This article reports findings from multisite qualitative research that developed students’ ability to use semiotic resources for communicating attitude multimodally. The research participants were 68 students (ages 9–11 years) from two elementary schools. Students learned how to use attitudinal language—affect, judgment, and appreciation—and applied this knowledge to multimodal design. The findings advance a leading system of appraisal for discourse by adapting the system to the multimodal communication of attitude in digital comic making in schooling. The research is significant because it demonstrates the potentials for augmenting students’ linguistic and visual semiotic resources to convey multimodal attitudinal meanings in contemporary communication.

使用流行的数字媒体进行的交流涉及理解表达态度的评估的多模式系统，该系统传统上处理语言的情感，伦理和美学。流行文本和文化中用于态度含义的多峰语法的提法和教学目前仍在研究中。本文报告了来自多站点定性研究的发现，这些发现发展了学生使用符号资源进行多模态态度交流的能力。研究参与者为来自两所小学的68名学生（9至11岁）。学生学习了如何使用态度语言（影响，判断和欣赏），并将这些知识应用于多模式设计。通过使系统适应学校数字漫画制作中态度的多模态沟通，该发现为话语评估提供了领先的系统。这项研究具有重大意义，因为它展示了增强学生的语言和视觉符号资源以在当代交流中传达多模式态度含义的潜力。