Genre in ESL Writing

8/14/2019 Genre in ESL Writing

1/15

Melis

Seoul Nation


2/15

To introduce ESL writing teachers to of genre theory most applicable to thteaching practice

To demonstrate ways in which genreincorporated into instruction


3/15

1. Overlap between genre and L

writing theory

2. Most relevant principles of ge

3. Application of genre theory to

classroom

4. Discussion


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Student-centered Instruction Explicitness

Needs evaluations

Communicative Competence

Cultural Awareness

Identity and Empowerment

Pragmatism Functions, Notions, Situations

Transferability Feasibility


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Communicative Approach:

a real-world means of communication

Functional Linguistics:

Context= who is communicating, with whom, where,

Coherence results when text and context are in synch

English for Specific Purposes (ESP

Language use may vary among disciplines and profes

Instruction can be tailored

Adapted from Hyland, 2004


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Process Approach:

- Circular, non-linear models, less emphasis on performanc

New Rhetoric/Critical Literacy:

Writing involves a dialogic conversation between a writer

Readers and writers both are sources of meaning-making

Social Constructivism:

Students are members of multiple discourse communitieof the ways of communicating in each group.

Adapted from Hyland, 2004


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To incorporate theory and bestpractices domains (language acquisition and composition

To develop a paradigm that addresses bothtextual and contextual aspects of writing

To continue to reflectstudent-centeredness an


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Integrates reading and writing

Unites textand context

- Examines socio-cultural factors, as well as discour Incorporates both form and flexibility

Allows for increased explicitness and articula

expectations

Promotes informed, empowered decision-ma

Offers transferable strategies- Skills that can be used in many situations, rather

have been tailored for one class


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Old view:

Genres were textual categories

-- Genre as file folder

Modified view:

1. Genres are social, cultural, and politicalas

-- Genre as archeological artifactand

2. Genres are dynamic

-- Genre as living organism

3. Genres are inter-textual and systematic

-- Genre as ecology


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Container Model

Genre was seen as a categorical containe

certain types of tex

tsAcademic Genres:

five-paragraph

theme

autobiographical

essay

short storylaboratory report

Etc.

Profe

m res

m m e

m m e

m pro

Et


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Alternative to the container model

The Socio-Cultural Model

Genres constantly change

Genres are nothomogenous

Genres reveal valuable information abcommunities

Genres can be learned, but also modifiadapted


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Like archeological artifacts, genres teach ucultures and communities.

In addition, like tools, they allow us entranthose communities.

In other words

Texts can help us understand, enter, and evcommunities


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Genres are active and dynamic, like organism

Like members of biological ecosystems, genrand are affected by the social and textua(large and small) surrounding them.


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Characteristics of genre-based writing instruction (both L

1. Incorporates critical reading, exploring purpose,

2. Notices features of texts: content, format, word cgrammar, etc

3. (may use Discourse Analysis techniques, or other and sociolinguistic features)

4. Compares and connects genres (avoids isolation)

5. Discusses values and beliefs as reflected through

6. Encourages students to make informed choices b

knowledge7. May involve social studies and other disciplines

students contextual knowledge


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Documents

Genre in ESL Writing