Graphical abstracts’ pedagogical implications: Skills & challenges in visual remediation

As scholarly communication becomes more multimodal in nature, research articles embrace semiotic resources in appended genres such as the graphical abstract (GA). As an established genre in Chemistry research articles, GAs visually remediate chemical processes or research niche. However, this genre still remains in a peripheral area of English for Specific Purposes (ESP) courses as ESP practitioners mainly focus on textual modes. With limited opportunities to compose GAs, students foster genre remediation skills that are limited to textual genres only, ignoring the potential of reading-to-design skills. Upon student composition and critical reflections on GAs, as well as qualitative and quantitative data collection from a survey and interview involving professors, young researchers (YRs) and students, this paper examines rhetorical functions as well as image and text relations, while throwing some light on skills and challenges involved when GA composition is intentionally embedded in an ESP course, and discusses ensuing pedagogical implications.