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Science communication is undergoing a digital shift that results in the remediation and emergence of genres that help bring science to expert and semiexpert audiences (Luzón & Pérez-Llantada, 2019, 2022). One such genre is clinical pictures (CPs), which consist of a written and an audiovisual versión of a brief to-the-point presentation of a medical case/condition. This genre, as detailed in this study, may have a clearly stated pedagogical purpose aimed to promote diagnostic expertise. This study explores the structure of CPs, the variety of strategies authors use throughout these CPs to express stance and promote engagement with the audience, and the multimodal configuration of this genre. For this purpose, we draw on a dataset consisting of 10 CPs samples provided by The Lancet. Methodologically, we first conduct a linguistic análisis centred on rhetorical steps and interpersonal strategies, and subsequently, a multimodal analysis to identify the configuration of CPs. Overall, results show the use of interpersonal strategies throughout the two versions/formats, the added value of adopting a multimodal approach to explore data, and the complementarity of the two versions to disseminate medical knowledge among doctors and doctors in training. Pedagogically, the outcomes of the study support the incorporation of this innovative genre in ESP and EMI classes to enhance students’ multimodal literacy.

Science communication is undergoing a digital shift that results in the remediation and emergence of genres that help bring science to expert and semiexpert audiences (Luzón & Pérez-Llantada, 2019, 2022). One such genre is clinical pictures (CPs), which consist of a written and an audiovisual version of a brief to-the-point presentation of a medical case/ condition. This genre, as detailed in this study, may have a clearly stated pedagogical purpose aimed to promote diagnostic expertise. This study explores the structure of CPs, the variety of strategies authors use throughout these CPs to express stance and promote engagement with the audience, and the multimodal configuration of this genre. For this purpose, we draw on a dataset consisting of 10 CPs samples provided by The Lancet. Methodologically, we first conduct a linguistic analysis centred on rhetorical steps and interpersonal strategies, and subsequently, a multimodal analysis to identify the configuration of CPs. Overall, results show the use of interpersonal strategies throughout the two versions/ formats, the added value of adopting a multimodal approach to explore data, and the complementarity of the two versions to disseminate medical knowledge among doctors and doctors in training. Pedagogically, the outcomes of the study support the incorporation of this innovative genre in ESP and EMI classes to enhance students’ multimodal literacy. [ABSTRACT FROM AUTHOR]

Twitter is being increasingly used in academia as a tool for self-promotion, information sharing, networking and public outreach. To achieve these purposes scholars combine a variety of semiotic resources afforded by this social networking site. The aim of this study is to analyse the use of multimodal semiotic resources to express stance and engagement in the Twitter accounts of research groups. The data for the study consist of 300 tweets taken from the Twitter accounts of four research groups in two different disciplines (Chemistry and Medicine). The analysis reveals a high number and variety of stance and engagement resources (the most prominent being attention-getting resources, self-mentions, and attitude markers), which help research groups to promote their research, make themselves saliently visible, establish interpersonal rapport with diverse audiences, and persuade these audiences to perform actions. In these tweets, stance and engagement are expressed by resources found in other academic genres (see Hyland, 2005b), but also by other resources afforded by the digital medium (e.g. static images, moving images, emoji, @mentions, hashtags). The study shows that these semiotic resources are orchestrated strategically to achieve the promotional, social networking and persuasive purposes of tweets composed by research groups. • A multimodal framework is used to analyze interpersonal meaning in academic tweets. • Stance and engagement play a key role in achieving the purposes of academic tweets. • Various visual and linguistic resources are combined to create interpersonal meaning. • Hashtags, @mentions, and emoji are prominent interpersonal resources in these tweets. [ABSTRACT FROM AUTHOR]

This review discursively addresses questions about (1) what digital genres are, in the context of genre theory and social practices, and (2) what the impact of these new-media genres may be on how we theorize and analyze genre, engage in genre-informed teaching, and, more generally, produce and interact with genre-mediated information. • Genre theory offers a powerful lens for understanding digital genres. • Ongoing conceptual expansion of genre-defining notions is needed. • Technology and its social contexts appear to be accelerating genre evolution. • Challenges posed by digital genres call for innovative and critical approaches. [ABSTRACT FROM AUTHOR]

This work aims to describe constructions of the digital genre internet Meme in Brazilian Portuguese, based on the definition of its lexical-grammatical and visual functions, according to the Systemic-Functional Grammar and the Grammar of Visual Design. The analysis of the corpus reveals that Memes are composed, in the verbal sphere, of material processes, declarative clauses, and topic theme. In the visual sphere, they express the verbal narrative processes and the symbolic conceptual ones, a demand-type grammar, in the medium shot and with a frontal point of view. The visual syntax is segmented, dividing given and new information, predominating color, font, and collage as salient factors. Thus, both written and visual resources contribute to the construction of meanings in this digital genre. [ABSTRACT FROM AUTHOR]

Scientific popularization genres have attracted the attention of researchers in esp. Authors of such genres have been found to employ a variety of strategies to engage the readers. However, most studies of engagement in scientific popularization tend to focus on written genres. For this reason, they have mostly examined only the linguistic mode and rarely gone beyond this to take multimodal resources into consideration. the present study investigates how multimodal semiotic resources are combined in digital media to engage the online audience in an influential online scientific popularization genre, that is, TED talks. drawing on a corpus of 28 highly viewed TED talks from the area of biology, this study provides an in-depth analysis of multimodal engagement strategies in one of those talks. the analysis shows that the engagement of online viewers in a digitally mediated scientific popularization genre like TED talks tends to be achieved by the combination of multiple semiotic resources afforded by digital technologies, such as speech, gestures, gaze, visuals, distance of shot, perspective of shot and angle of shot. the study also reveals five strategic multimodal configurations employed to achieve viewer engagement, with the focus variously on engagement through visual aids, a long shot, gaze, questions and reference to personal emotions.

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Internet provides researchers with tools to disseminate their research findings to different audiences and meet the information needs of various publics. One of these tools is online science videos, which can be addressed to audiences with different degrees of expertise and shared on various platforms. The current study analyzes a set of online videos used by research groups to inform about their research and findings and engage the audience with this research. My purpose is to analyze how multimodal strategies are used in these videos to recontextualize knowledge for a wide audience. The analysis reveals four types of strategies, which may be performed through the orchestration of various semiotic modes: (i) strategies to construct the research group’s credibility and authority; (ii) strategies to construct persuasive arguments; (iii) strategies to tailor information to the assumed knowledge of potential viewers; (iv) strategies to bond with the viewers and engage them.

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the forms and functions of intertextuality in academic tweets composed by research groups. Academic tweets are dialogic and intertextual texts, usually composed by incorporating other voices and taking up text-visual elements from other contexts. Based on the analysis of 300 tweets taken from the Twitter accounts of four research groups in two different disciplines (Chemistry and Medicine), this study investigates the ways in which intertextual practices contribute to the communicative purposes of the genre. The analysis shows that the affordances of Twitter (e.g. hyperlinking, modularity, multimodality) and the purpose of academic tweets shape the forms and functions of intertextuality in these tweets. When composing these tweets academics both reconfigure well-established forms of intertextuality and display novel forms which help them to promote their research, negotiate their relationships with their readers, and share content with diverse audiences. • Intertextuality plays an important role in the composition of academic tweets. • Academic tweets combine new forms of intertextuality and well-established forms adapted to the medium. • The forms and functions of intertextuality are shaped by the purposes of the tweets. • Intertextuality in academic tweets very often merges with multimodality and/or hypertextuality. [ABSTRACT FROM AUTHOR]

As science communication goes beyond the traditional borders of academia, new science dissemination genres emerge. This paper presents a multimodal analysis of two online science videos uploaded to YouTube: a recorded TEDx talk and a PBS Space Time video. We have determined the existence of two layers of modes in online science videos: embodied and filmic modes. The former are deployed by the speaker, while the latter are added to the ensemble during postproduction and editing. Our analysis sheds light on three main aspects of this multimodal orchestration: modal density, modal coherence, and genre definition. Our findings show that online science videos are more modally dense as a result of the incorporation of more filmic modes into the ensemble. In addition, we also find that the use of filmic modes requires some degree of expertise and know-how in order to keep the coherence of the multimodal ensemble. In short, the PBS Space Time video shows a higher degree of density and coherence. We conclude that the two genres are at different stages of development as digital genres. [ABSTRACT FROM AUTHOR]