This article presents a multimodal genre analysis of crowdfunding proposals, an emerging web-based genre for raising funds from internet crowds for a project or venture. Based on an analysis of nine most-funded Kickstarter crowdfunding proposals, the authors describe the generic move structure using a semiotic approach and examine the role of visual images in constructing meaning within and across moves. The analysis shows that visual images facilitate potential backers’ sense-making in basically two dimensions: rhetorically, functioning to persuade by establishing ethos, logos, and pathos, and compositionally, helping achieve cohesion within and between moves and facilitate move mixing, embedding, and positioning. This study also attests a case-based approach to examining multiple influences on genre emergence.

While scholars in the field of writing studies have examined scientific writing from multiple perspectives, interest in its thematic structure has been modest. Recent studies suggest that the themes in scientific writing tend to be anchored on one or a few points of departure. There has also been an attempt at quantification using the thematic-density index (TDI), although this has only been tested on abstracts. In this study, we investigated the thematic structure and TDIs of 30 research articles in biology. The results revealed a progressive thematic pattern in the introduction section, followed by an anchored development in the subsequent sections. The anchoring was realized by the pervasive use of the first-person pronoun “we.” The mean TDI was lowest in the introduction section (2.593) and highest in the results section (7.095). The results were consistent across the articles in the corpus, underscoring the uniform way in which the articles were thematically structured, and in turn suggesting a core thematic pattern for scientific research writing in general. Based on these findings, the authors suggest that future studies compare the thematic structure of the introduction section vis-à-vis the other sections, and investigate the possible factors resulting in such a structure.

Despite a long debate and the accompanying call for changes in the past few decades, grammarinstruction in college English classes, according to some scholars, has remained largely “disempowering,” “decontextualized,” and “remedial” (Micciche, 2004, p. 718). To search for more effectiveand empowering grammar teaching, this study explores the use of corpora for problem-basedlearning/teaching of lexicogrammar in a college English grammar course. This pedagogy wasmotivated by research findings that (1) corpora are a very useful source and tool for languageresearch and for active discovery learning of second/foreign languages, and (2) problem-basedlearning (PBL) is an effective and motivating instructional approach. The data collected andanalyzed include students’ individual and group corpus research projects, reflection papers oncorpus use, and responses to a post-study survey consisting of both open-ended and Likert questions.The analysis of the data found the following four themes in students’ use of, and reflectionsabout, corpus study: (1) critical understanding about lexicogrammatical and broader languageuse issues, (2) awareness of the dynamic nature of language, (3) appreciation for the context/register-appropriate use of lexicogrammar, and (4) grasping of the nuances of lexicogrammaticalusages. The paper also discusses the challenges involved in incorporating corpus use into Englishclasses and offers suggestions for further research.

The article examines the significance of lore in creative writing pedagogy discourse, the problem posed by the historical distinction between teaching craft and drawing out talent in workshops, and the role of social identity as it is rejected, theorized, or ignored in discussions on teaching creative writing. Taking into account students' subjectivity as also constituted by the dynamics of collective identities such as those suggested by the terms gender, race, ethnicity, and so forth, the essay offers examples of workshop strategies that encourage dialogic voicing.

Commentary| April 01 2003 The Strangeness of Creative Writing: An Institutional Query Shirley Geok-lin Lim Shirley Geok-lin Lim Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 151–170. https://doi.org/10.1215/15314200-3-2-151 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Shirley Geok-lin Lim; The Strangeness of Creative Writing: An Institutional Query. Pedagogy 1 April 2003; 3 (2): 151–170. doi: https://doi.org/10.1215/15314200-3-2-151 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Research Article| January 01 2001 English-Language Creative Writing in Hong Kong: Colonial Stereotype and Process Shirley Geok-lin Lim Shirley Geok-lin Lim Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 178–184. https://doi.org/10.1215/15314200-1-1-178 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Shirley Geok-lin Lim; English-Language Creative Writing in Hong Kong: Colonial Stereotype and Process. Pedagogy 1 January 2001; 1 (1): 178–184. doi: https://doi.org/10.1215/15314200-1-1-178 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.