{"title":"Approaching digital genre composing through reflective pedagogical praxis","authors":"Carmen Pérez-Llantada","doi":"10.1016/j.jeap.2024.101349","DOIUrl":null,"url":null,"abstract":"<div><p>With the development of Web 2.0 we have witnessed an ever-expanding repertoire of digital genres. This brings with it new communicative needs and invites us to reflect on possible ways of teaching digital multimodal composing in EAP courses. Using case study research and genre theory as a heuristic, this article critically discusses the implementation of a pedagogical practice that sought to raise the students' rhetorical consciousness of aspects of genre continuity, evolution and innovation, focusing on digital genres of professional and public science communication. The examination of the digital texts composed by the students shows that several factors (genre awareness, genre knowledge transfer, reliance on acquired content and formal schemata and interdiscursive performance) may play an important role when recontextualising specialised content across genres. The study findings also suggest that while rhetorical consciousness facilitates the processes of recontextualising and repurposing content to reach broad audiences, L1 transfer could negatively influence digital genre composing. In light of the findings, I advocate explicit instruction in “metageneric texts” and methodologies for raising awareness of “inter-genre-al” forms across connected genres online. This instruction could support the students’ professional development and the participatory framework for scientific research advocated by the Open Science agenda.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000171/pdfft?md5=ebcac36501d85806a84a59a28574c92e&pid=1-s2.0-S1475158524000171-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of English for Academic Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1475158524000171","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
With the development of Web 2.0 we have witnessed an ever-expanding repertoire of digital genres. This brings with it new communicative needs and invites us to reflect on possible ways of teaching digital multimodal composing in EAP courses. Using case study research and genre theory as a heuristic, this article critically discusses the implementation of a pedagogical practice that sought to raise the students' rhetorical consciousness of aspects of genre continuity, evolution and innovation, focusing on digital genres of professional and public science communication. The examination of the digital texts composed by the students shows that several factors (genre awareness, genre knowledge transfer, reliance on acquired content and formal schemata and interdiscursive performance) may play an important role when recontextualising specialised content across genres. The study findings also suggest that while rhetorical consciousness facilitates the processes of recontextualising and repurposing content to reach broad audiences, L1 transfer could negatively influence digital genre composing. In light of the findings, I advocate explicit instruction in “metageneric texts” and methodologies for raising awareness of “inter-genre-al” forms across connected genres online. This instruction could support the students’ professional development and the participatory framework for scientific research advocated by the Open Science agenda.
期刊介绍:
The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.