Examples of student analyses of direct mail letters retyped from original OHP slides ] [link] [Appendix 2: The use of direct mail letters Richard Tuffs 1.
Thank you for another great post, lots of useful ideas and links. Of different approaches to writing (product-, process-based) genre approach is the one I am least familiar with. Abstract. ABSTRACT: A genre-based approach to discourse analysis has great potential for the teaching of English for specific purposes (ESP), particularly for the teaching of business writing, where communicative intentions and strategies used to realize such intentions, in the context of complex interpersonal relations between the participants involved in the communication process, are. Discuss how genre-based approach to writing can be a useful tool in teaching writing to students Enumerate and explain the differences among the seven genres (magnificent seven) Provide sample texts and activities for a specific genre which can be helpful for teachers.
Transformation resulting from instruction Teaching Journal The objective of the teaching journal was to record the students' increasing familiarity and awareness of the genres through the tasks they worked on during the intervention programme, and to know whether this familiarity and awareness helped them write the post-test better.
This information was recorded after each session. This also enabled the researcher to reflect on the previous sessions and improve the ones that followed. Discussion With zero- or low-level awareness of genre in the pre-test, the students have grown to be confident writers.
Their writing reflects the generic features in their genre based writing approach, after having been sensitized to the rhetorical move structure, the communicative purpose, and linguistic features that realize the move structure.
This has been possible because the genre-based instruction seems to have enabled the learners to gain insights into the working of the genre.
The genre-sensitivity developed through this instruction has empowered them not only to understand the rhetorical move structure of the target genre but also to identify the moves and the strategies generally used to achieve their communicative purpose.
To gain self-confidence in handling genres, learners need to develop four distinct areas of competence: There is evidence in the analysis for the learners' development of these four areas of competence that has enabled them to handle the genre based writing approach with confidence.
The students' increased confidence, as evidenced in the post-test, could be a result of the fact that the genres chosen for sensitization have immediate relevance to their needs. As a result of this, they have evinced interest in gaining control over them.
The students' readiness for learning is exploited to bring in genre awareness, which has helped them not only to write confidently but also to process various other texts broadly relating to these genres.
This finding is in line with what Mansfield says about genre-based instruction preparing students for real world writing, and therefore creating interest in the ESP classroom and providing students with the confidence to handle specialist genres.
The findings also reveal that there is a positive impact on the learners. Effecting this improvement in the students has a lot to do with developing cognitive processes.
The development of cognitive processes in the study has been done through a number of tasks that required students to reflect and think critically about the order of the moves, their communicative purposes, linguistic realizations, and cross-cultural differences.
The impact of sensitization may also be seen in the students' ability to transfer their awareness of the sales promotion letter to the effective writing of the job application letter in the pre-test.
Their responses on the job application letter and questionnaire, and their performance in the post-test also suggest that there is a transfer of awareness. This could be one of the reasons for the job application letter in the post-test to read better than the sales promotion letter in the post-test.
Also, during the intervention programme, discussion generated through a series of questions on the similarities and differences between the sales promotion letter vs.
Pedagogical Implications The pedagogical implications drawn from the findings of the study are in line with Coffin's assertion that knowledge of genre and generic features works as a powerful pedagogical tool. Awareness of genre helps students to be clear about the organizational structure.
By exposing learners to the target genre and drawing their attention to the rhetorical move structure, it is possible to have them organize the content into identifiable moves that guide the reader to realize the communicative purpose of the genre.
The students' recognition and inclusion of the intended moves in the post-test vindicate the contribution of genre awareness to the students' clarity of the organizational structure. The ability to identify and describe the moves and their typical textual features can also be transferred to processing various other texts as the students are better placed to locate information in them quickly.
Students can also be trained to reconstruct a text from a set of jumbled paragraphs by identifying the salient moves, just as the tasks employed in the study for sensitizing the move structure of AE. Colour coding of the move structure will also help learners to understand the schematic structure of the genre.
Genre knowledge develops students' clarity about communicative purpose. Communicative purpose is an important--often the primary--criterion in the identification of genre, notwithstanding the extensive text-in-context inquiry proposed in Askerhave and Swales That students are clear about the communicative purposes of the genres and the moves that make genres is reflected in their post-tests.
Their ability to reflect the crucial moves in the SPL and the JAL, and in the AE, stating the central idea in the introduction, developing each idea in the CI with supporting ideas as separate paragraphs, and then showing commitment to the CI in the conclusion speaks for the impact of the genre sensitization to the communicative purpose.This approach to teaching writing and academic language is effective in addressing the persistent achievement gap between ELLs and "mainstream" students, especially in the context of current reforms in the U.S.
Transforming systemic functional linguistics and genre theory into concrete classroom tools for designing, implementing, and reflecting Reviews: 3. writing in Arabic and the absence of such an approach, this paper proposes a genre-based framework for teaching writing in Arabic.
Building on conclusions drawn from recent research, it proposes four. Jul 30, · Genre Based Approach to teaching writing has been developed mainly in Australia, based on systemic functional linguistics (SFL) developed by Halliday.
It is defined a genre as systemic functional linguistics that is concerned with the relationship between language and its . approach to teaching writing, process and genre based approach to.
4 teaching writing. The product approach is a traditional approach to teaching writing in which students typically are provided by the teacher with a model and encouraged to mimic it in order to produce a similar.
In conclusion, Genre-based approach is one of the approaches that can be used in ELT writing emphasizing on teaching and learning writing based the genres of the text.
it focuses not only with the structure and the sentence of the text but also it focuses on the context, meaning, and social purpose possessed by every type of the text.3/5(2). Sample Activities for Writing an Argumentative Essay - Teaching Using Process-Genre Approach. Aim: Students will acquire the understanding of the objectives and structure of an argumentative genre and also the processes involved; pre-writing, drafting, revising and editing.