This paper approaches the pedagogy of academic writing based on the belief that if instruction can be made more accessible to students, this can arguably help them to learn more, with the visual medium an effective tool with which to help students relate to the class material. Students nowadays are quite proficient with a variety of inherently visual activities, such as text messaging, the Internet and computer games. Therefore, by drawing on students??? visual awareness from outside the classroom, 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, which sought to use film as analogous to academic writing in terms of introducing students to concepts such as textual cohesion and coherence, in addition to constructing introduction paragraphs. This is based on a suggested symbiotic relationship that exists between motion pictures and essays, in that both rely on sentences and paragraphs to construct meaning. Qualitative feedback from students indicates an overall appreciation of visual teaching methods using film as a means to explain academic writing conventions and a 3.13% increase in average student essay performance (pre- and post-instruction) is noted.