transformative. These transformations may be in ‘entirely minute and barely
noticeable ways’ (Kress, 1997: 94).
The concept of the motivated sign and signs as always newly made may seem to
contradict the earlier discussion of the regularities or grammars of modes. If signs are
motivated by the situated interests of people then how do modes have recognisable
regularities in the relation of meaning and form? In response to this question one
point to make is that both the regularities of modes and the interests of people are
socially shaped to realise conventions. Another point to make is that people work
with the semiotic resources (signifiers) that are available to them in the social
contexts that they live in. These resources are historically made and this history
shapes the kinds of things that they can be used to mean - what can be done with
them. The regularity of a modal resource can be understood as the result of its
immersion in cultural systems (and the immersion of sign makers in cultural
systems).
The patterned regularities of modal resources are not however God given and
unchanging, they are socially made (and un-made). Like the paths cut into the
landscape of parks and green spaces through people’s everyday journeys there is both
regularity of resources, fluidity and change. The paths made by people may
eventually be covered in tarmac or paved over, and these may provide a model for the
future design of paths (become ‘convention’). Some paths will become redundant as
the environment around them changes. There will be new places to get to and new
paths will emerge. The motivated character of signs made by young children, who to
continue the analogy may not yet recognise the path or the social convention of
sticking to it, is often easier to ‘see’. Young children have not been fully inducted in
to the social conventions of meaning making, and have limited knowledge of or
access to some semiotic resources for make sign making. As a result their sign
making often stands outside of convention (to the extent that often only the child’s
immediate family can understand their signs). The concept of sign as motivated and
56