ABSTRACT
For teachers interested in using critical literacy writing approaches in their university-level discipline-specific/English for Specific Purposes (ESP) classes, there are precious few models that could serve as useful examples. This chapter illustrates one such practically-oriented discipline-specific approach drawing upon a variety of critical literacy perspectives including the model developed by Hilary Janks (2010). Janks’ critical literacy framework can be used in writing for specific disciplines in a number of important ways that address the model’s components of power, diversity, access, design and re-design. A wide range of critical literacy approaches with students can not only be utilised in traditional genres such as the essay, summary and business email, but also for multimodal applications in students’ video productions as a form of writing itself (see Miller and Richards, this volume), as well as the various social media now increasingly part of today’s university curriculum.
