The Impact of Genre-based Pedagogy in the Development of Critical Stance in MBA Students' Writing (original) (raw)
Related papers
Process genre approach to L2 academic writing: An intervention study
XLinguae, 2020
The paper presents the research study of academic writing of Czech university students in an English Language Teacher Education study program. The authors apply an interdisciplinary approach integrating the perspectives of linguistics and language pedagogy in the evaluation of the design of the Academic Writing course and its impact on the development of students’ academic writing skills. Adopting a process genre approach (Badger, White, 2000) to writing instruction as a key design principle, our study combines the genre analysis framework (Swales, 1990) and the intercultural rhetoric perspective (Connor, 2004) to design an innovated academic writing course for graduate students focusing on developing critical thinking skills and context-aware writing. The course, informed by an analysis of the academic writing needs of the students, aimed at familiarizing them with the rhetorical structure of academic texts with a focus on the genre of the Master’s thesis and at introducing them to...
2009
Chapter 1: Introduction 1.1 Background and purpose 1.2 The concept of genre 3.4 The New Rhetoric movement 3.4.1 Theoretical underpinnings 3.4.2 Domains of application 3.4.3 Genre pedagogy 3.4.4 Genre terminology and genre analysis 3.5 The three genre traditions: similarities and differences Chapter 4: A survey of humanities genres 4.1 Introduction 4.2 A survey of the institutional context: university genres, text types and their characteristics 4.2.1 Typological studies 4.2.2 Corpus linguistics 4.2.3 Rhetorical-functional research 4.3 Survey of writing requirements in the humanities 4.3.1 Methodology 4.3.2 Findings according to discipline 4.3.3 Summary and interpretation of data 4.4 Conclusion Chapter 5: Instructional model v 5.6 A critical genre-based presyllabus for essay-writing interventions 5.7 Conclusion Chapter 6: Essay-writing course for students of history − contextual analysis 6.
Revista de Lenguas para Fines Específicos, 19 (2013)
This paper reviews how genre-based pedagogy has been conceived by researchers in the different scholarly traditions, and offers a particular view of genre-driven pedagogy and its practical applications in the English as a Second Language student classroom. This view of a genre-based teaching approach largely consists in a prior discussion with students of the socio-cultural context in which a particular academic genre occurs. This discovery process of the social circumstances that surround a genre can help students understand more readily the communicative purpose of a specific genre. A second complementary stage should be the explicit teaching of functions and language structures of typical academic texts, with a special emphasis on cross-cultural variation. By making learners aware of the similarities and differences in the rhetorical strategies preferred by the members of different disciplinary communities, L2 writers may feel more confident about the rhetorical options they can choose depending on the context and type of audience they are addressing.
How do opinion, discussion, and argumentative convince readers? How does each of them look different from each other seen from the generic structure, and language use? This conceptual paper is exploring how three selected genres in academic writing differ from each other. By reviewing journals of related topic of recently published, the writer convinces that opinion genre is less strong in persuading readers, and argumentative is very strong in assuring readers, whereas discussion is neutral in affecting readers The implication is that each genre has its own place to make readers satisfied and each of which indicates the level of ego and sophisticated countering back the statement called rebuttal and arguments and example. By reading this article readers will detect the tone of each genre and to what extent does each genre reach the readers' mind. The implication is that any teacher or lecturer is best recommended to present this model, particularly in EFL context.
Genre Pedagogies and Academic Writing: Problems and Prospects
The International Journal of Rhetoric and Social Sciences (TIJRSS), 2019
This article critically appraises the effectiveness of genre pedagogies mainly in the teaching of academic writing. In that regard, I first provide a brief overview of genre and the three genre traditions related to teaching of writing, namely English for academic Purposes (ESP), New Rhetoric, and Systemic Functional Linguistics (SFL), highlighting their genre philosophy. Then, I explore some overlaps and interconnections among the three models. Finally, discussing the problems inherent in these genre pedagogies, I suggest ways of using genre approaches so that they become truly empowering.
The author discusses genre and rhetoric issues in second language academic writing through personal narrative of writing in Chinese (first language) and English (foreign/second language) and analysis of current writing instructions in China's high schools and universities. The goal is to lead up to discussions of the cross-cultural differences in rhetoric and genre classification, the deficiencies in writing instruction, and the concerns with the academic contexts across borders and disciplines. The author presents pedagogical considerations on how to view students' writing and their potentials when definitions of text types and evaluation criteria are different, when students' past curriculum focus and acquired skills are different, and when multiple sets of 'norms' encounter and differences in post-secondary education exist. Raising genre and rhetoric awareness early in students' tertiary studies and communication between professors and non-native students are recommended.
Rethinking Academic Essay Writing: Selected Genres in Comparison
2017
How do opinion, discussion, and argumentative convince readers? How does each of them look different each other seen from the generic structure, and language use? This conceptual paper is exploring how three selected genres in academic writing differ from each other. By reviewing journal of related topic of recently published, the writer convinces that opinion genre is less strong in persuading readers, and argumentative is very strong in assuring readers, whereas discussion is neutral in affecting readers The implication is that each genre has its own place to make readers satisfied and each of which indicates the level of ego and sophisticated countering back the statement called rebuttal and arguments and example. By reading this article readers will detect the tone of each genre and to what extent does each genre reach the readers’ mind. The implication is that any teacher or lecturer is best recommended to present this model, particularly in EFL context.
Enhancing students writing skills through the genre approach
International Journal of English and Literature, 2013
In Ethiopia, the role English language plays in education and industries is indubitable although the language is considered largely as a foreign language. Paradoxically, studies indicate that the English language proficiency of Ethiopian students is plummeting. This article reports on a study conducted to examine the extent to which EFL students who majored in English at Bahir Dar University improved their argumentative essay writing skills as they were exposed to a genre based writing practice with their writing teacher. The results revealed out that throughout their learning, even after their exposure to genre based argumentative essay drafting, students had serious problems of critiquing or rebutting opposition views and coming up with stronger refutations. However, they were able to show progress in terms of identifying the lexico-grammatical features and overall rhetorical (genre) structure of argumentative essays. The participants' reaction toward the approach was positive. The pairedsamples t-test also indicated that the students' argumentative texts written during the post-intervention phase showed significant improvements compared to the pre-intervention drafts. It was generally understood that given a learning passage through a genre based approach in writing, students could take control over the linguistic features of text types with particular communicative purposes, and develop their writing skills at ease. The article suggests implications for teaching of writing in EFL contexts. It has also called for the employment of the genre approach in EFL writing classroom contexts.
From generic writing skills, the teaching of academic writing has moved on to value socialisation of university students into academic norms and practices. However, the development of academic literacies is dependent upon the students' prior knowledge of academic writing and the inculcation of awareness of academic writing norms peculiar to the discipline or field. The study examined students' preparedness for academic writing at university by surveying the kinds of writing done in secondary school in the Malaysian education system. The specific aspects examined were the prevalent types of academic writing in secondary school, the focus of teacher feedback to essays written in English, and the nature of academic writing required in university writing assignments. The survey of school writing involved 235 students enrolled in English courses in two Malaysian universities and the analysis of university writing tasks was across faculty in the universities. The results indicated that the main types of writing done in school were expository writing and narratives whereas the university writing encompasses expositions, explanations and classification essays. In addition, the emphasis in school essays was grammatical accuracy and general writing skills rather than shaping of text content to suit the communicative purpose and the context in which the language is used. The survey highlights the conceptualisations of academic writing that needs to be addressed before dealing with the particularities of contextual and social meanings in academic writing.