J. Elliott Casal – författare

Featuring perspectives from established and emerging scholars, this collection examines the intersection of multimodality and genre in higher education.Given the growing prevalence of multimodal genres, this book presents a range of studies to support researchers and educators in analyzing and teaching multimodal genres. The first section highlights empirical studies exploring different features of multimodal genres commonly used in higher education, such as tweetorials, presentations, and video abstracts. The second section spotlights pedagogy through studies on teaching multimodal genres in a variety of higher education classroom contexts. Taken together, the volume sets out a new research agenda for multimodal genre studies, one which brings together analysis and implementation toward facilitating a better understanding of multimodal texts and the impact of multimodal genre pedagogies on learning.This book will appeal to students and researchers in fields such as applied linguistics, composition, second language writing, and English for Academic Purposes, as well as those interested in multimodality in higher education more broadly.

Genre-Based approaches to Second Language Writing Instruction have become a powerful and popular means of assisting second and multilingual writers in learning to engage in professional, pedagogical and academic genres that are often high-stakes. This book presents a framework for teaching second language and multilingual writing that integrates Concept-Based Language Instruction and Genre-Based Writing Pedagogy. The authors present three large-scale implementations, within a graduate legal writing context, a cross-disciplinary doctoral research writing context and a graduate mechanical engineering context, and demonstrate how the pedagogical and theoretical framework is interdisciplinary, flexible and comprehensive. It provides a means of theorizing, researching, teaching and assessing the development of second language writer genre knowledge from nascency through expertise and equips second language writing instructors with a theoretical and practical toolkit to empower student writers to be more agentive, aware and strategic in their writing.

Genre-Based approaches to Second Language Writing Instruction have become a powerful and popular means of assisting second and multilingual writers in learning to engage in professional, pedagogical and academic genres that are often high-stakes. This book presents a framework for teaching second language and multilingual writing that integrates Concept-Based Language Instruction and Genre-Based Writing Pedagogy. The authors present three large-scale implementations, within a graduate legal writing context, a cross-disciplinary doctoral research writing context and a graduate mechanical engineering context, and demonstrate how the pedagogical and theoretical framework is interdisciplinary, flexible and comprehensive. It provides a means of theorizing, researching, teaching and assessing the development of second language writer genre knowledge from nascency through expertise and equips second language writing instructors with a theoretical and practical toolkit to empower student writers to be more agentive, aware and strategic in their writing.