摘要：This paper discusses the ways in which film can be used as a pedagogic means to introduce academic writing skills, based on the premise that, since viewing film is already a common literacy practice for many students, its use can help to facilitate learning inside the writing classroom. Specifically, the paper reports on an intensive six-week pilot programme of instruction at The University of Manchester, United Kingdom, which sought to use film as analogous to academic writing in terms of introducing students to concepts such as textual cohesion and coherence . Feedback from students indicates an appreciation of visual teaching methods as a means to explain academic writing conventions. A small increase in average student performance (pre- and post-instruction) is also noted.
