Multimodal academic writing practises In everyday life, multimodal construction and communication of meaning is ubiquitous. However, academic writing has maintained an overwhelming dominance of the linguistic resource up to the present (Blanca, 2015). The need to open the game to other possible forms of writing in the academy lies in the conviction that the semiotic resources used in the processes of academic inquiry and communication have an impact on the findings (Sousanis, 2015), since both processes are linked in the epistemic potential of writing, understood here in multimodal terms. Therefore, the idea is not about "embellishing" academic discourse with illustrative visual resources, but rather about enabling other ways of thinking, new associations; ultimately, new knowledge, arising from the interweaving of various verbal and nonverbal modes. The strategic use of page design, the juxtaposition of text in columns or of text and image, and the use of typography (in type, size, color, etc.) are just a few examples of how the semiotic potential of the genres of academic circulation can be exploited. This is linked to the possibilities of enriching the forms of academic writing by appealing to non-linear textual development in addition to linear, and by tensioning image and text in their infinite possibilities of creating meaning (Mussetta, Siragusa & Vottero, 2020;  Adó & Mussetta, 2020; Mussetta,  Adó & Peixoto, 2021)
Multimodal academic writing practises In everyday life, multimodal construction and communication of meaning is ubiquitous. However, academic writing has maintained an overwhelming dominance of the linguistic resource up to the present (Blanca, 2015). The need to open the game to other possible forms of writing in the academy lies in the conviction that the semiotic resources used in the processes of academic inquiry and communication have an impact on the findings (Sousanis, 2015), since both processes are linked in the epistemic potential of writing, understood here in multimodal terms. Therefore, the idea is not about "embellishing" academic discourse with illustrative visual resources, but rather about enabling other ways of thinking, new associations; ultimately, new knowledge, arising from the interweaving of various verbal and nonverbal modes. The strategic use of page design, the juxtaposition of text in columns or of text and image, and the use of typography (in type, size, color, etc.) are just a few examples of how the semiotic potential of the genres of academic circulation can be exploited. This is linked to the possibilities of enriching the forms of academic writing by appealing to non-linear textual development in addition to linear, and by tensioning image and text in their infinite possibilities of creating meaning (Mussetta, Siragusa & Vottero, 2020; Lamela Adó & Mussetta, 2020; Mussetta, Lamela Adó & Peixoto, 2021)
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Lamela
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Lamela