Genre in ESL Writing
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Transcript of Genre in ESL Writing
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8/14/2019 Genre in ESL Writing
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Melis
Seoul Nation
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To introduce ESL writing teachers to of genre theory most applicable to thteaching practice
To demonstrate ways in which genreincorporated into instruction
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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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