Process genre approach to L2 academic writing: An intervention study (original) (raw)
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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.
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.
Universal Journal of Educational Research, 2020
This study aims to investigate the needs of students and lecturers in writing instructions using the process genre approach. Besides, this research is also based on facts which reveal that decision making on learning objectives is only taken from the curriculum and syllabus review used. But unfortunately, the preference of students and lecturers for learning needs is actually ignored. The method used in this study is a qualitative method using questionnaires and interviews as research instruments. The number of participants in this study was 3 Indonesian language lecturers and 65 students at the State Islamic University of Sultan Maulana Hasanuddin Banten. The participants of the students were selected by using a purposive random sampling technique. The results showed that the need for a writing learning model design using the process genre approach. Specifically, the findings of this study include several aspects needed by students and lecturers, namely: (1) a comprehensive learning approach involving students, colleagues, and lecturers, (2) writing assessment must cover broader aspects, and (3) the need for publication as part of the writing activity. Furthermore, the syntax in the learning model based on the needs analysis is: (1) recognize the form of the text, (2) analyze the text, (3) discuss the text, (4) write the text independently, (5) finalize the text, and (6) publish the text.
A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing
A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing, 2020
This study explored the feasibility of using a process-genre approach (PGA) for teaching academic writing from the perspective of EFL undergraduates. The sample consisted of 15 students enrolled in a four-year English program at the College of Education in Socotra, Yemen during the academic year 2018-2019. The study followed a pre-experimental design in which a pretest was given to the sample, and an extensive 30-hours program was pursued using the PGA. Additionally, ten informants were singled out for interviews to explore their opinions about the PGA-based teaching they experienced during the experiment. A Wilcoxon Signed Rank Test was used to calculate the degree of significance in students' improvement on opinion essay writing (Z=3.408, p < 0.05) between the pretest and posttest in favor of the latter. The findings also revealed that students had positive perceptions towards the PGA that was applied by their instructors. The findings suggest that applying such an approach in writing courses could engage learners in writing practices that they view positively.
Process-Genre Approach for Teaching Writing of English Text
Edu-Ling: Journal of English Education and Linguistics
Although writing has been learned by students since they start to learn English language but it still become the most difficult skill to be acquired than speaking, reading and listening. It is possibility caused by the students have limitation of knowledge about writing roles, lack of vocabulary, lack of motivation, lack of master of language structure, and lack of ability in generating a topic. In addition, writing is also called as the most complexity skill and it can be seen from the process of writing, rules that must be followed by students, and the influence of non-linguistics factors during of writing activity. Therefore, students must be serious to acquire this skill. In this article, the writer would like to introduce a suitable approach to teaching writing of English texts through process-genre approach. After reading this article, the writer expects that this article can help English teachers to apply this approach for teaching writing of English texts at Junior and Senio...
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.
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.
A process genre approach to teaching writing
ELT Journal, 2000
Based upon the three major problems that prevail in the argumentative writing of graduates, such as loose framework, Chinese thinking and poor coherence, the article perfects the four stages of Process Genre Pedagogy (PGP) put forward by Han Jinlong and brings forth anew the other five, namely, model paper analysis and demonstration, group discussion and imitation, individual imitation and writing, whole-class comment and modification, as well as final drafting and publication. The research indicates that the effectiveness is demonstrated in the following advantages, explicit discourse framework awareness, co-emphasis on both language and discourse, and the strengthening of cooperative learning, in the company of demerits like being prescriptive and timeconsuming. It is suggested finally that the efficacy of Process Genre Pedagogy in improving argumentative writing for In-service Masters of Education be maximized by means of optimizing information input, reinforcing technical training and constructing harmonious learning environment.