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The need to promote research and make it visible to various audiences has led to the emergence of various digital genres which seek to draw attention to research publications. Tweetorials, long Twitter threads to communicate complex concepts, are increasingly being used by medical researchers to report on and promote their own published articles and preprints, in the competive context of academic publishing. The main purpose of this article is to examine the strategies employed by researchers to recontextualize scientific discourse in these tweetorials. The analysis of a corpus of 50 biomedical publication-promoting tweetorials has revealed five categories of strategies: strategies to establish the authors' authority and credibility; strategies to make claims and arguments convincing; strategies to engage the reader, by creating intimacy and dialogic involvement or by attracting their attention to the tweetorials; strategies to facilitate quick processing of information; and strategies to deal with space constraints. The results suggest that the recontextualization strategies used in the composition of these tweetorials are determined by the promotional purpose of the genre, the audience, the affordances and constraints of the medium, and the genre contextual features. • Recontextualization strategies in publication-promoting tweetorials are analyzed. • These tweetorials recontextualize the discourse of RAs to promote them online. • Frequent use of strategies to engage the audience and attract their attention. • Strategies to facilitate quick processing and deal with space constraints. • The medium and the genre contextual features have an influence on the strategies. [ABSTRACT FROM AUTHOR]

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.

Digital education has become increasingly diverse and consistent, from formal education to the production of educational content on social networks. In these practices, teaching-learning materials have gained prominence, among which we highlight digital educational resources - or open educational resources (OERs). On the other hand, the discussion about discourse genres has become relevant and has experienced new developments. Thus, considering the contemporary importance of OERs in education and their textual and discursive complexity, the present paper has as its aim to discuss their characterization within the framework of discourse genres, more specifically their constitution as a genre or hypergenre. To this end, theoretical concepts from the field of education and technology are mobilized, such as Castro Filho et al (2008), Santos (2013) Santana, Rossini and Pretto (2012), and from text and discourse studies, such as Marcuschi (2008), Távora (2008), Bonini (2011) and Bakhtin (2011). The examples used for analysis are open educational resources produced under the EPTrilhas Project, developed by the XXX in partnership with the Ministry of Education's Department of Professional and Technological Education (SETEC). This analysis has showed, based on the characteristics of the genre, media and support, that multimodal OERs in virtual support have characteristics that identify them as hypermedia. [ABSTRACT FROM AUTHOR]

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]

Nowadays, open science communication is facilitated with the affordance of multimodal semiotic resources. Against this backdrop, graphical abstracts have emerged as a digitally mediated genre and have become an important means of knowledge communication in academic settings. While its interactive visual designs have been discussed in the literature, the rhetorical patterns of verbal and visual resources used in this genre warrant more empirical investigation. Therefore, based on a corpus of 90 graphical abstracts from journals in biology, chemistry and engineering, this study explores the organizational use of verbal and visual resources to mediate knowledge presentation. Five moves were identified in the textual components of the graphical abstract: reference to visuals, research background, report of results, interpretation of results, and implications or applications of the research. Furthermore, we examined what and how contents are visualized in the graphical abstracts. We found that the most visually displayed contents are the results and the overview of research, and that the duplication of pictures in the full article is a dominant source of the graphical abstracts. Additionally, the most commonly used layout patterns in the graphical abstracts are narratives or ‘evolutions’.

In the context of Open Science, crowdfunding projects are gaining increasing attention. They are becoming an alternative way of funding research and an opportunity for researchers across the disciplines to share and disseminate their work widely while engaging their potential backers. The aim of this paper is to analyze crowdfunding projects online by examining language-in-use at the level of phraseology, understanding the latter from a lexical bundle approach. Using corpus analytical approaches, the study findings show that there is a recurrence of lexical bundles conveying deontic meanings used to persuade the potential backers that the project and the research methods proposed for carrying it out are reliable and therefore trustable. Lexical bundles expressing gratitude and politeness are also recurrent, not unexpected considering that crowdfunding proposals aim to prompt the audience’s participation through donation. The findings further reveal how distinct discourse style and language features especially frequent in the conversational register realise the main communicative purpose of the genre, namely, to build credibility and trust in research with a view to persuasively enticing the backers’ audiences to donate money.

In this paper, we examine how referees establish interpersonal relationships by mitigating criticism and expressing compliments as a realization of politeness strategies through the analysis of a specific corpus of transparent peer review reports (TPRs) with 220 reports totaling approximately 200,000 words. For the analysis, employing a framework drawn primarily on Brown and Levinson’s (1987) politeness strategies and following a detailed review of the literature, we coded all occurrences of politeness strategies using UAM Corpus Tool 3.3x (O’Donnell, 2021). Conducting intercoder/intracoder reliability tests, we identified and interpreted a variety of politeness strategies at the sentence and discourse levels, which were used for mitigating criticism and expressing compliments. Our results suggest that reviewers resorted to a variety of politeness strategies, predominantly negative politeness strategies, to mitigate their criticism directed at the authors of manuscripts. This is significant especially in the light of earlier studies where reviewer reports appeared to include some blunt/hurtful comments due partly to the anonymity of the reviewing process. Rather than focusing on just communicating criticism or a required change, reviewers were found to have cared about politeness and seemed to achieve interpersonal communication goals in TPRs by means of favoring an egalitarian approach rather than an authoritative one, supporting Gosden’s (2003) argument on the interpersonal aspect of reviewing discourse. This research contributes to our understanding of how criticism in TPRs can be conveyed without imposing, leading to encouraging, constructive and polite reports in English as part of science communication, especially when the review reports are publicly available.

Digital spaces offer scientists new ways to share scientific knowledge with a broad public audience, in some cases leading to the emergence of new genres. This paper examines one new genre intended to inform a non-expert audience about scientific content: the informational tweet thread, or tweetorial. More specifically, the paper explores the rhetorical structure of 50 tweetorials on COVID19 content, focusing on how writers use rhetorical moves to share scientific information and to attract and retain readers’ attention in the content-saturated space of social media. The analysis identifies eight rhetorical moves that regularly appear in these COVID19 tweetorial introduction and body posts. The moves emphasize urgency through their focus on immediate exigencies and their repetition and recirculation throughout a thread. The study’s findings contribute to a growing body of research on public science genres and how they support the goals of Open Science.

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.)

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.)

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 editorial introduces the virtual special issue on digital mediation in ESP genres, bringing together a number of studies presented at LSPPC6: the 6th International Conference of the Asia–Pacific LSP and Professional Communication Association, held in collaboration with the International Society for Gesture Studies - Hong Kong Hub and organized by the Department of English, City University of Hong Kong. The editorial examines: 1) theoretical issues raised by digital mediation , especially with respect to genre theory; 2) communicative practices in digital contexts , expanding the range of descriptions of ESP genres; and 3) implications for ESP pedagogy. [ABSTRACT FROM AUTHOR]

The article sketches a research program first presented as a short lecture at ameeting of the Theoretical Poetics and Semiotics of Culture Laboratory of the Institute of Literary Research of the Polish Academy of Sciences (June 10, 2021). The author focuses on literary communication in a specific digital medium: Facebook. He analyzes posts appearing on the website, including in his considerations both digital infrastructure, genetic reflection, and online text circulation. Research material was taken from the profiles of writers such as Piotr Marecki, Łukasz Najder, and Ziemowit Szczerek. [ABSTRACT FROM AUTHOR]

This study aims to examine nominal vocatives in Twitter through the analysis of 1500 posts extracted from the accounts of five well-known female and male rappers. From this total, a sample of 550 vocatives were analysed. Attention is paid to their frequency, class, position, type of clause and the polarity in which they occur, and the pragmatic functions they express. The factor of gender is also investigated. The analysis reveals that those posting to these Twitter accounts make use of a very large and varied repertoire of nominal vocatives. The group of familiarisers clearly prevails over other categories of vocatives and this high frequency of familiarisers contrasts to the situation in spontaneous conversations where first names tend to be the most common. Vocatives in final position clearly prevail over initial and medial position. Besides, Twitter posts containing nominal vocatives in final position tend to be short while those in initial position are far longer. Polarity does not seem to have a strong influence. Some differences, however, are also observed according to the use of nominal vocatives with respect to gender. As in spontaneous conversation, vocatives in Twitter generally serve to strengthen social relationships (creating solidarity, complimenting, expressing appreciation, reinforcing the group identity) while discourse-oriented functions relating to topic and turn management are not so common. • The tweets analysed contain a very large and varied repertoire of nominal vocatives. • Familiarisers in Twitter clearly prevail over other groups of nominal vocatives. • Vocatives in final position prevail over those in initial and final position. • Some differences are identified in the use of vocatives according to the users' gender. • Vocatives in Twitter serve mainly to reinforce social relationships. [ABSTRACT FROM AUTHOR]

In recent years, science dissemination has moved from printed to digital formats, and digital genres such as free access videos, along with their own multimodal characteristics (e.g. image, audio, movement, among others) are particularly relevant in order to meet 21st century users' (i.e., digital natives) learning needs (Prensky, 2017) and to make them aware of the use of the multimodal traits. However, only a few studies can be found on the use of videos for the dissemination of research in ESP teaching as learning resources in Higher Education (HE) contexts, nor have the multimodal connections embedded in videos which contribute to the engagement of their users been taken into account (Valeiras-Jurado & Bernad-Mechó, 2022). Considering a communicative multimodal procedure in the digital era (Kress, 2010), the objective of this research is to identify the criteria that ESP teachers take into account when selecting this type of video for their courses, as well as the multimodal characteristics of these videos that can be identified and taken into consideration in the classroom. To attain our aim, a questionnaire will be distributed to 10 ESP teachers asking about the criteria they use for the selection of videos (e.g., length, clarity of language, visual aids, subject matter appropriate to the content, difficulty, among other aspects). Secondly, a multimodal discourse analysis of an extract from one of the videos teachers use in their courses will be developed. The teacher who uses this video in his class will be interviewed before and after showing him the multimodal analysis in order to check whether being aware of the video's multimodal traits can change his criteria for video selection and for class activities related to it. The results of this investigation will serve to offer teachers some support in their selection of appropriate multimodal materials for their ESP courses, as well as pedagogical tips about activities that can enhance the multimodal features of this digital genre. • Online video has become the preferred medium for many users in the 21st century. • Digital modes have facilitated non-specialist users understand scientific knowledge. • Digital videos can have disciplinary and pedagogical multimodal affordances. • Online videos have become a pedagogical tool for many English teachers. • Multimodal analysis of videos help ESP teachers select teaching materials. [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]

With the COVID-19 global pandemic, epidemiologists and other public health professionals have become important sources of insight for the general public. One popular means for reaching public audiences is the microblog Twitter. Understanding how prominent professionals tweet–and what might contribute to the visibility or reach of their tweets–can reveal insights into the emerging digital genres scientists use for communicating across specialist and non-specialist domains. Toward that aim, this study examines the use of Twitter by ten epidemiologists during a one-month period in 2020, focusing specifically on those with a strong following on the platform. The research analyzes 143 high- and low-engagement tweets in several genre-related areas: tweet types and elements; tweet topics, purposes, and audiences; and author identities. The study demonstrates that "tweeting science" involves the use of a range of emerging Twitter genres and identities that together engage diverse audiences for purposes. The paper also discusses the implications of this research for genre theory and ESP instruction. • Microblogs like Twitter afford the emergence and use of a range of genres. • Prominent scientists on Twitter adopt multiple identities to engage wide readership. • Digital mediation enhances Twitter writers' ability to blend identities and genres. [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]

Copyright of Studia Universitatis Babes-Bolyai, Philologia is the property of Babes-Bolyai University, Cluj-Napoca, Romania 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 work aims to understand what the BNCC prescribes for the Portuguese Language teaching, having as axis the digital genres, in the Elementary School stage (final years). Among the different digital genres suggested by the BNCC, to be worked on at this stage, we chose the vlog genre as a focus of investigation. Our objective is to identify if the vlog, as a genre of the digital sphere, taken as an object of teaching, complies with which competencies and skills prescribed by the BNCC. The analysis between the characteristic elements that make up the vlog and what is prescribed by the competencies and skills, shows that the vlog genre significantly complies with what the BNCC proposes about working with digital genres, allowing the development of language practices in the various fields of activity.

The data article is a digital genre that has emerged in response to new exigencies, namely, to make data more transparent and research processes more trustable and reproducible. Following White's framework of intersubjective stance, this article draws upon statistical tools and collocational and discourse analyses to examine the linguistic resources deployed by authors to respond to both exigencies. The results show a high presence of dialogically contractive resources (above all, passive constructions and, only in one data article section, inanimate subjects) by which authors do not fully engage with dialogic alternatives (heteroglossic disengagement). Dialogically expansive resources (anticipatory it -subjects and we -pronouns) are extremely rare, corroborating that the authors' stance is neither monoglossic (undialogized) nor heteroglossically engaged. Further, the discourse functions and ensuing pragmatic effects of the prevailing intersubjective stance resources, significantly different between and among the data article sections, including their associated abstracts, reveal the construal of very distinct dialogic spaces for writer-reader interaction within this article type. Such intra-generic variation may be explained by the social (and rhetorical) action that the genre fulfills, namely, to describe and highlight the value of the research data. [ABSTRACT FROM AUTHOR]

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Integrar contenido y lengua en la educación superior o inglés como medio de enseñanza (Integrating Content and Language in Higher Education (ICLHE) o EMI (English Medium Instruction) en inglés) es un tema ampliamente estudiado en la actualidad. Existen algunos estudios sobre los procesos y las creencias de su enseñanza y aprendizaje (Autor, 2013, Jiménez-Muñoz & Lahuerta-Martínez, 2019) pero, hasta donde sabemos, ninguna investigación implica el uso de plataformas de educación online complementarias o Sistema de Gestión de Cursos. (SGC) (es decir, Moodle). Hoy en día, los docentes están combinando diferentes conceptos y términos en el aula, tratando tanto géneros digitales como tradicionales que han sido digitalizados y compartidos a través de diversos canales para llegar a su público potencial. El principal objetivo de este estudio es analizar cómo los docentes del lengua y contenido en carreras afines a la empresa utilizan Moodle. Como la investigación estaba en curso durante la crisis del Coronavirus, los resultados obtenidos se han visto condicionados de alguna manera. Nuestra hipótesis es que los docentes de lengua y contenido pueden no usar la plataforma de aprendizaje electrónico de la misma manera que lo harían si estuvieran enseñando en la L1 de los estudiantes (español/valenciano). Hemos analizado la plataforma Moodle de 5 asignaturas de titulaciones afines a la empresa (4 de contenido impartido en inglés y una asignatura de Inglés para Fines Específicos (IFE)), siguiendo nuestra propia taxonomía para clasificar los diferentes recursos y actividades de la plataforma, así como su finalidad y uso durante el curso. Mediante una triangulación con los profesores de las asignaturas, hemos observado cómo utilizan la plataforma Moodle teniendo en cuenta que estas asignaturas se imparten en inglés como idioma adicional. El análisis se ha complementado con entrevistas a los profesores.

One of the main responsibilities of researchers is the circulation and dissemination of scientific knowledge. However, this task has evolved over time, and new forms of digital communication have emerged. This study explores the science communication strategies used by researchers in an emerging digital genre, the Twitter conference presentation. A corpus of 55 presentations (300 tweets) was analysed under the theoretical and methodological lenses of genre analysis and semiotic resources analysis. Results showed that researchers relied on their previous rhetorical knowledge of other spoken research genres at the macrostructural level, while the micro-structural level encompassed a higher level of rhetorical dynamism. Concerning semiotic resources, embedding attachments in the form of images and hyperlinks was the preferred strategy by the authors. The most common interrelation functions between text and other semiotic resources were concurrence and complementarity. Consequently, the authors were able to reinforce the ideas mentioned in the text and offer additional information to further explore their research topics. This study's findings contribute to the ongoing investigation of science communication with the description and analysis of emerging digital genres. [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]

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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 Pragmalingüística is the property of Facultad de Filosofia y Letras, Universidad de Cadiz 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 digital world is currently offering new modes of communication that allow multiple opportunities for a more immediate and dialogical interaction. Within it, the blog shows up as a very resourceful and sophisticated genre where different sub-genres converge and where speakers from distinct linguacultural backgrounds can communicate through English, which is used as a lingua franca (ELF). Thus, to start comprehending the rationale of the blog, an analysis of the sub-genre of posts and, more specifically, those hosted in travel blogs, is provided in this paper. The linguistic and discursive prominent features encapsulated in travel blog posts will be explored through a data-driven approach, and their rhetorical structure will be identified via a functional analysis. This will allow to understand better how the ELF blogosphere makes use of such a digital sub-genre and what the readership may expect when communicating digitally through it.

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Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem 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.)

Copyright of Revista de Lengua para Fines Específicos is the property of Revista de Lengua 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.)

Throughout the past decade, a multimodal type of internet storytelling has developed that extends upon the early Web 2.0 viral narrative practices of chain emails as well as pre-digital folkloric storytelling traditions such as the ghost story and urban legend. This popular mode of digital storytelling, known broadly as 'Creepypasta', is produced and consumed according to folkloric practices that in turn shape its form and aesthetics. The author suggests that a precise genre has emerged out of the originally wide-ranging terrain of Creepypasta, a generic mode constituted of specific thematic preoccupations and aesthetics that she refers to as 'the digital gothic'. Through analysis of the foundational story 'Candle Cove', the article outlines the digital gothic's anxious preoccupation with dead and residual media, and with the interface between technological and personal change. She demonstrates how 'Candle Cove' deconstructs nostalgia in its tense negotiation of the relationship between analogue and digital cultures. The author's analysis thus illuminates how vernacular online genres such as the digital gothic productively work through the aesthetic and conceptual tensions underpinning technological change in the networked digital era. [ABSTRACT FROM AUTHOR]

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.)

Tweetorials, long Twitter threads to communicate complex concepts, are becoming increasingly popular among medical experts. While a few studies have analyzed tweetorials which serve to communicate scientific information to a general audience, no attention has been paid to how tweetorials are used to report on and publicize research and results published in an article or preprint. In this study move analysis was conducted to analyze a corpus of 50 such biomedical publication-promoting tweetorials, in order to understand how the paper/preprint is recontextualized in this online genre. The analysis reveals that the moves in these tweetorials work together to draw attention to the publication and highlight the key findings and contributions. In addition to moves adapted from the research article, tweetorials incorporate some moves and steps intended to attract and engage the readers. The way these moves are realized is determined by the (semi-)expert audience, the promotional purpose of the genre, and the affordances of the medium. Features typical of the research article are combined with resources intended to create intimacy and solidarity and make authors more visible. The results suggest that these tweetorials are a suitable tool for researchers to promote their work and meet the challenges of the attention economy. • Publication-promoting tweetorials are analyzed from a genre perspective. • These tweetorials promote research and help to meet the challenges of the attention economy. • They adapt moves/steps from the RA to the new context and add new moves/steps. • They combine features of the RA with a more interpersonal and informal discourse. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of English Studies is the property of Universidad de la Rioja, Servicio de Publicaciones 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]