Yan Jin – författare

Advancing Crisis Communication Effectiveness shows how crisis communication plans and efforts for complex and challenging issues benefit when academic perspectives are connected with practitioner experiences. This book brings crisis and public relations scholars together with practicing professionals to integrate academic theories and research with the knowledge and lessons learned on the frontlines of crisis communication and management.

This book illustrates how having insights and observations from both leading crisis communication scholars and professionals strengthens crisis management and communication strategies, plans, and coordination. Chapters co-authored by leading scholars and professionals highlight how academic theories and research can inform crisis management and response - and how practitioners can utilize, inform, and strengthen academic theories and research. For each topic area covered, examples and applications are provided that show how integrating public relations scholarship with practice can advance crisis communication effectiveness.

This book represents a unique and timely contribution to the field of crisis management and communication. It will be an important resource for public relations and crisis management and communication scholars, educators, professionals, consultants, and graduate students.

Advancing Crisis Communication Effectiveness shows how crisis communication plans and efforts for complex and challenging issues benefit when academic perspectives are connected with practitioner experiences. This book brings crisis and public relations scholars together with practicing professionals to integrate academic theories and research with the knowledge and lessons learned on the frontlines of crisis communication and management.

This book illustrates how having insights and observations from both leading crisis communication scholars and professionals strengthens crisis management and communication strategies, plans, and coordination. Chapters co-authored by leading scholars and professionals highlight how academic theories and research can inform crisis management and response - and how practitioners can utilize, inform, and strengthen academic theories and research. For each topic area covered, examples and applications are provided that show how integrating public relations scholarship with practice can advance crisis communication effectiveness.

This book represents a unique and timely contribution to the field of crisis management and communication. It will be an important resource for public relations and crisis management and communication scholars, educators, professionals, consultants, and graduate students.

The second edition of this vital text integrates theory, research, and application to orient readers to the latest thinking about the role of social media in crisis communication.

Specific crisis arenas such as health, corporate, nonprofit, religious, political, and disaster are examined in depth, along with social media platforms and newer technology. Social Media and Crisis Communication, Second Edition provides a fresh look at the role of visual communication in social media and a more global review of social media and crisis communication literature. With an enhanced focus on the ethics section, a short communication overview piece, and case studies for each area of application, it is practical for use in a variety of learning settings.

A must-read for scholars, advanced students, and practitioners who wish to stay on the leading edge of research, this book will appeal to those in public relations, strategic communications, corporate communications, government and NGO communications, and emergency and disaster response.

The second edition of this vital text integrates theory, research, and application to orient readers to the latest thinking about the role of social media in crisis communication.

Specific crisis arenas such as health, corporate, nonprofit, religious, political, and disaster are examined in depth, along with social media platforms and newer technology. Social Media and Crisis Communication, Second Edition provides a fresh look at the role of visual communication in social media and a more global review of social media and crisis communication literature. With an enhanced focus on the ethics section, a short communication overview piece, and case studies for each area of application, it is practical for use in a variety of learning settings.

A must-read for scholars, advanced students, and practitioners who wish to stay on the leading edge of research, this book will appeal to those in public relations, strategic communications, corporate communications, government and NGO communications, and emergency and disaster response.

This book presents an empirical study that develops and validates a learning-oriented self-assessment instrument for assessing the strategic competence (SC) of young language learners in oral communication, specifically within the context of early English education in China.

The instrument’s development followed a multi-phased research design, encompassing three interconnected stages: conceptualisation, operationalisation and validation. Each phase employed distinct methods, data collection techniques and analyses tailored to specific research objectives. By adopting an integrative approach, this book clarifies the crucial yet elusive concept of SC. It not only contributes to the field of language assessment but also underscores the importance of explicit SC instruction in language education for young learners.

Focusing on real-world classroom scenarios and offering practical solutions for integrating SC instruction into current teaching paradigms, this book will appeal to educators, researchers and policymakers interested in language testing and assessment, foreign language education and applied linguistics.

This book presents an empirical study that develops and validates a learning-oriented self-assessment instrument for assessing the strategic competence (SC) of young language learners in oral communication, specifically within the context of early English education in China.

The instrument’s development followed a multi-phased research design, encompassing three interconnected stages: conceptualisation, operationalisation and validation. Each phase employed distinct methods, data collection techniques and analyses tailored to specific research objectives. By adopting an integrative approach, this book clarifies the crucial yet elusive concept of SC. It not only contributes to the field of language assessment but also underscores the importance of explicit SC instruction in language education for young learners.

Focusing on real-world classroom scenarios and offering practical solutions for integrating SC instruction into current teaching paradigms, this book will appeal to educators, researchers and policymakers interested in language testing and assessment, foreign language education and applied linguistics.

This book focuses on the assessment of English language writing in China mainland, the territories of Hong Kong and Macau, and Taiwan. The first part of the book describes how writing in English has been assessed in Chinese contexts in the past 25 years, and how it continues to be assessed at present. The second part of the book presents reports of work such as formative classroom-based assessment, feedback-based or feedback-led approaches, learning-oriented assessment, portfolios, as well as the important issue of teacher professional development in writing assessment. This two-part division relates to and reflects what has been happening in writing assessment internationally, in the UK from the 1940s, and in the US in the past 25 years.

The use of English for international business communication, for international political negotiations and its rapidly increasing use as a medium of instruction in some subject areas has led to a rapid increase in the numbers of Chinese L1 speakers who are learning and being assessed in English. This is often done with an emphasis on reading and writing.  The vast majority of assessments of English language writing are done through large-scale direct testing that uses simple prompts/tasks and short writing samples. This book explores best practices in assessing the writing in English of native speakers of Chinese.

Assessing the English Language Writing of Chinese Learners of English edited by long-time experts Liz Hamp-Lyons and Yan Jin clearly demonstrates the authors’ collective years of writing and teaching about writing assessment. The book’s 13 chapters, written by recognized experts in assessment of Chinese speakers learning English, represent a wide array of important topics written in reader friendly language and offering evidence for pedagogical practices as well as high-stakes testing of writing. Teachers, researchers, administrators of writing programs in China, and test developers who seek counsel about this population need look no further than to add Assessing the English Language Writing of Chinese Learners of English to their reading list. 

Deborah Crusan, Wright State University, USA