Journal articles on the topic 'Writing and Genre Studies'
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1
Cui, Wenqi. "Teaching for Transfer to First-Year L2 Writers." Journal of International Students 9, no. 4 (November 15, 2019): 1115–33. http://dx.doi.org/10.32674/jis.v9i4.755.
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Previous studies have identified that genres and genre knowledge are not only pivotal for the development of writing expertise but also for facilitating writing-related transfer. However, little research concerns issues of teaching genres for writing transfer to first-year English as a second language (L2) writers at universities in the US. This article attempts to develop a genre-based pedagogic framework for L2 transfer teaching, aiming to help first-year L2 students address linguistic, rhetorical, and genre-bound challenges they confront and improve their writing expertise, as well as develop their ability of writing transfer across disciplines. The goals of this article are dual: (a) to address an existing gap in the literature and research on transfer, and (b) provide academic writing instructions for teaching first-year L2 writers at universities in the United States.
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Doody, Sara, and Natasha Artemeva. "“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics." Written Communication 39, no. 1 (November 4, 2021): 3–43. http://dx.doi.org/10.1177/07410883211051634.
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Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity, and Genre Research, and Multimodal Interaction Analysis, the authors propose a conceptual framework for multimodal activity-based analysis of genres, or Multimodal Writing, Activity, and Genre (MWAG) analysis. Furthermore, by drawing on previous studies of the laboratory notebook (lab book) genre, the article discusses the rhetorical action the genre performs and its role in mediating knowledge construction activities in science. The authors provide an illustrative example of the MWAG analysis of an emergent scientist’s lab book and discuss its contributions to his increasing participation in medical physics. The study contributes to the development of a theoretically informed analytical framework for integrative multimodal and rhetorical genre analysis, while illustrating how the proposed framework can lead to the insights into the sociorhetorical roles multimodal genres play in mediating such activities as knowledge construction and disciplinary enculturation.
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CHEN, FENG. "Exploring Students’ Perceptions and Attitudes towards Genre-based Pedagogy Developed in Persuasive Writing Teaching: The Systemic Functional Linguistics Perspective." Arab World English Journal 12, no. 4 (December 15, 2021): 243–58. http://dx.doi.org/10.24093/awej/vol12no4.17.
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Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.
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Gedeeva, Daria B. "О жанровом многообразии калмыцкой деловой письменности XVII-XIX вв." Oriental Studies 13, no. 5 (December 28, 2020): 1446–55. http://dx.doi.org/10.22162/2619-0990-2020-51-5-1446-1455.
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Introduction. The Kalmyks are one of the few peoples in Russia to have developed a script system of their own centuries ago. Spiritual culture of the ethnos can be traced in numerous original and translated texts of philosophical treatises, medical writings, historical chronicles, grammar essays, diaries of Buddhist pilgrims, fiction, recorded folklore materials, etc. The Kalmyk vertical script was also used for official writing. From the 17th century onwards, in the Lower Volga Kalmyks would expand their knowledge of Russian record keeping procedures (in diplomatic, military and economic contacts), however, adhering to their own writing traditions. Archival materials available attest to that the then genres of Kalmyk official writing were diverse enough, which makes it essential to reveal and investigate some authentic genre samples, classify the latter, identifying certain structural, stylistic, and language features. Goals. So, the paper seeks to essentially and structurally describe the revealed genres. Materials. The work analyzes documents stored by the National Archive of Kalmykia. Conclusions. Current research results indicate in the 17th-19th centuries the Kalmyks did possess a comprehensive official writing system characterized by genre diversity, which makes the introduction of the terms ‘Kalmyk official writing’ and ‘genre of Kalmyk official writing’ reasonable and necessary. The study delineates a number of functional genres, such as cāǰiyin bičiq, zarčim (Cyrillic цааҗин бичг) ‘codes, regulations’, amur yabuxu bičiq (Cyr. амр йовх бичг) ‘letter of discharge’, ayiladxal bičiq (Cyr. әәлдхл бичг) ‘report, dispatch’, erelge (Cyr. эрлһ) ‘petition’, andaγār (Cyr. андһар) ‘vow’, tō (Cyr. то) ‘register’, and the vastest one — bičiq (Cyr. бичг) ‘epistolary message’. However, there are still titles of documents to explore, e.g., bičiq tamaγa (Cyr. бичг тамһ) ‘letter-seal’, elči bičiq (Cyr. элч бичг) ‘letter (to be delivered by) a special messenger’, zarliq (Cyr. зәрлг) ‘order; decree’, etc. In this context, further research of Kalmyk official writing documents can be a priority focus of Mongolian studies. Archival sources are only being discovered, and have not been studied due to large numbers. Thus, the genre structure presented is incomplete and shall definitely be revised or extended.
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Driscoll, Dana Lynn, Joseph Paszek, Gwen Gorzelsky, Carol L. Hayes, and Edmund Jones. "Genre Knowledge and Writing Development: Results From the Writing Transfer Project." Written Communication 37, no. 1 (November 5, 2019): 69–103. http://dx.doi.org/10.1177/0741088319882313.
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Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.
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Paltridge, Brian. "Academic writing." Language Teaching 37, no. 2 (April 2004): 87–105. http://dx.doi.org/10.1017/s0261444804002216.
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This article reviews research and developments that are relevant to second language students writing in academic settings. First, it reviews research into writing requirements at undergraduate and postgraduate levels of study. It then discusses the particular socio-cultural context of academic writing, including the notions of genre and discourse community, and the politics of academic writing. The article then reviews descriptions of academic writing that draw on register studies, discourse studies, genre studies, and corpus studies. This includes cross-cultural comparisons of academic writing, disciplinary differences in academic writing, and critical views on the nature of academic writing. The article then reviews the development of approaches to the teaching of academic writing. The article concludes with a discussion of the assessment of academic writing and indications for future research in the area of second language academic writing.
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Ahmed, Tanzina. "“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres." Written Communication 38, no. 1 (October 16, 2020): 31–76. http://dx.doi.org/10.1177/0741088320964766.
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Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.
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Morell, Teresa, and Susana Pastor Cesteros. "Genre Pedagogy and Bilingual Graduate Students’ Academic Writing." Publications 7, no. 1 (January 26, 2019): 8. http://dx.doi.org/10.3390/publications7010008.
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Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners’ subsequent generic practices. In this study, we describe the genre-based approach used in a bilingual (English and Spanish) Applied Linguistics graduate course, which aimed to enhance students’ research genre awareness to allow them to be better able to confront their own work as investigators. The description of the course is followed by a study to determine if and how a research article discourse analysis task influenced the students’ academic writing in their own papers. Our research question was the following: To what extent can course instruction influence students’ academic writing? The study entails a survey to elicit students’ perspectives on the influence of the course and its tasks on their academic writing, as well as teachers’ comments on the students’ written work. Although learning to do research at the graduate level requires a broad range of competencies that go beyond genre awareness, the findings from the survey confirmed the positive effects of genre knowledge gains in accomplishing further research goals.
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Elias, Jamal J. "Ṣūfī tafsīr Reconsidered: Exploring the Development of a Genre." Journal of Qur'anic Studies 12, no. 1-2 (October 2010): 41–55. http://dx.doi.org/10.3366/jqs.2010.0104.
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Ṣūfī tafsīr on the Qur'an is widely accepted as a distinct scholarly or literary genre within the wider field of Islamic scholarship. Ṣūfī writers frequently describe themselves as participating within an identifiable tradition when they write commentaries on the Qur'an, and over the last century a number of scholars – writing from within the Muslim tradition and without – not only have accepted the notion of a millennium-long genre of Ṣūfī tafsīr, but also have sought to define and catalogue it. This paper explores and challenges such assumptions through a direct examination of examples of premodern Ṣūfī tafsīr literature, looking beyond the assumption that the Ṣūfī belief in multiple levels of meaning and existence necessarily impart an esoteric meaning to all writing on the Qur'an by Ṣūfīs. My purpose is to question the efficacy of thinking of Ṣūfī tafsīr as a genre, sui generis, by analysing the modern academic tradition of categorising Ṣūfī commentaries on the Qur'an in the light of writings by prominent Ṣūfīs, demonstrating how such works of commentary seem to contradict conventional wisdom concerning the existence of such a formal genre.
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Madjdi, Achmad Hilal, and Atik Rokhayani. "THE ANALYSIS OF GENERIC STRUCTURE OF DESCRIPTIVE TEXTS PRODUCED BY COLLEGE STUDENTS." Prominent 5, no. 2 (July 31, 2022): 79–87. http://dx.doi.org/10.24176/pro.v5i2.7730.
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Writing is a challenging skill for some English students. Before writing, students must consider the genre. A text type is genre. It's not easy to apply genre theory in writing. The students must comprehend the text's genre, general organization, and lexico-grammatical features. They have lots of ideas but can't put them into a nice writing. This is a big issue for some EFL students. This study examined the impact of genre choice and generic structure on students' writing. The researchers studied the English Class of the Psychology Department of Universitas Muria Kudus. This study is descriptive qualitative. The descriptive qualitative examines the study of students' writings based on genre choice and generic structure. This study was conducted in English class at Universitas Muria Kudus at Psychology Department. Based on the research findings, students' descriptive texts consisted of a generic structure of identification and description. A person's introduction is described in identification. A person is described in a description. Identification and description were well used by all students. Thus, the students consistently used generic structure in their writings. However, there were issues with punctuation, diction, and meaning. This research may help English Education Department, especially students who need to better their texts and think about generic organization and challenges while writing.
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Taavitsainen, Irma. "Meaning-making practices in the history of medical English." Journal of Historical Pragmatics 18, no. 2 (December 31, 2017): 252–70. http://dx.doi.org/10.1075/jhp.00005.taa.
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Abstract Genres work through conventions of communicative patterns. Variation in them is related to sociolinguistic parameters of writers and readers as well as situational and contextual factors, including culture. Conventions of writing change slowly and there are elements that remain constant throughout centuries but acquire new connotations. I shall first discuss genre theories and methods of studies at the interface between language and literature, and then provide a case study. The top genre of scholastic research was the commentary with a distinct genre structure. It was first introduced in Middle English in the fourteenth and fifteenth centuries and became established in Early Modern English, as my examples will show. The transition period is particularly intriguing as the old thought style began to give way to new ideas, and observation proved inherited wisdom erroneous. Commentaries had an afterlife in spurious writings, providing an empirical example of genre dynamics and proving the usefulness of the notion of genre script as applied in this case study.1
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Nguyen, Tam. "Promoting Students’ Reviewing Skills in Foreign Language Writing through Genre-Based Activities in Linguistic Classes." Journal of Foreign Language Teaching and Learning 7, no. 2 (October 1, 2022): 300–328. http://dx.doi.org/10.18196/ftl.v7i2.15231.
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Recently, genre studies contribute not only to linguistic areas but also to the areas of language education. In language teaching and learning, developing learners’ awareness of various genres, especially those prevail in their future job contexts, is essential in the sense that learners could be better prepared to successfully produce texts of the same genres when required. In this study, genre-based activities (GBAs) were introduced to 40 third-year EFL students in two linguistic classes. The data collection was conducted via class interaction, assignment analysis and informal talks. The data analysis revealed that, despite some limitations in the intervention, GBAs had such positive effects on students’ development of reviewing skills in English writing as: students could link their text evaluation and revision to the contextual features, they tried to read extensively about the features of different genres, and accordingly, they could enhance their genre awareness, resulting in their better evaluation and revision of texts. However, it was found that unfamiliar genres might hinder the effects of GBAs. Texts elicited from students and multimodal texts were more appropriate inputs for novice genre analysts.
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Fong, Grace. "Writing Self and Writing Lives: Shen Shanbao's (1808-1862) Gendered Auto/Biographical Practices." NAN NÜ 2, no. 2 (2000): 259–303. http://dx.doi.org/10.1163/156852600750072268.
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AbstractThis study examines the dual strategies of auto/biographical production in the immensely rich corpus of writings by the nineteenth-century woman literata Shen Shanbao recently rediscovered by the author in rare book collections in China. The focus of the analysis is on the conditions of production of self-writing, including the processes of textual organization, genre manipulation, and self-editing. The study demonstrates an exemplary instance of gendered intervention in late imperial China that attempts to change the terms of writing practices and generic conventions to accommodate the desire to write the gendered self and gendered subjects into history.
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Blocker, Jack S. "Writing African American Migrations." Journal of the Gilded Age and Progressive Era 10, no. 1 (January 2011): 3–22. http://dx.doi.org/10.1017/s1537781410000150.
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Efforts to write the history of the African American migrations of the Civil War era, the Gilded Age, and the Progressive Era began soon after the start of these historically significant movements. Early scholarship labored to surmount the same methodological obstacles faced by modern scholars, notably scarce documentation, but still produced pathbreaking studies such as W. E. B. Du Bois'sThe Philadelphia Negro, Carter Woodson'sA Century of Negro Migration, and Clyde Kiser'sSea Island to City. Modern scholarship since the 1950s falls into eight distinct genres. An assessment of representative works in each genre reveals a variety of configurations of strengths and weaknesses, while offering guidelines for future research.
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Street, Brian. "'Academic literacies approaches to genre'?" Revista Brasileira de Linguística Aplicada 10, no. 2 (2010): 347–61. http://dx.doi.org/10.1590/s1984-63982010000200004.
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I provide an overview of approaches to writing referred to as 'academic literacies' building on broader traditions, such as New Literacy Studies, and I draw out the relevance of such traditions for the ways in which lecturers provide support to their students with regard to the writing requirements of the University. I offer three case studies of the application of academic literacies approaches to programmes concerned with supporting student writing, in the UK and the USA. I briefly conclude by asking how far these accounts and this work can be seen to bring together many of the themes raised at SIGET conferences - including academic literacies and its relation to genre theories - and express the hope that it opens up trajectories for future research and collaboration of the kind they were founded to develop.
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Tardy, Christine M., Bruna Sommer-Farias, and Jeroen Gevers. "Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework." Written Communication 37, no. 3 (May 22, 2020): 287–321. http://dx.doi.org/10.1177/0741088320916554.
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Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers’ knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their interrelationships are often unclear. Furthermore, scholarship has tended to overlook the role of multiple languages in writers’ genre knowledge. In this article, we first trace the use of related terminology and demonstrate the need for theoretical clarity. We then propose a theoretical framework that articulates key layers of genre knowledge and their interrelations, presuming a multilingual writer. Finally, we share examples of how this proposed framework may be used in teaching and researching genre knowledge. Ultimately, we aim to contribute to ongoing theoretical, empirical, and pedagogical explorations and applications of knowing and learning genres.
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Bray, Nancy. "Scenes from Graduate School: Playing in the Smooth Spaces of Academic Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (February 6, 2018): 57–78. http://dx.doi.org/10.31468/cjsdwr.590.
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In this essay, I describe how I have experienced difficulties writing in particular academic genres. Finding spaces to play in these genres has helped me to ease these difficulties and negotiate the conflicts and contradictions of the academy. To explore and explain innovative spaces within genres, I extend Deleuze and Guattari’s notion of smooth and striated spaces with work in rhetorical genre studies. I conclude that opening smooth spaces in striated academic genres is not only important for students like me but may also help us better respond to the changing realities of graduate studies and academic work in Canada. I offer some suggestions as to how writing studies scholarship could support these efforts.
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Riedner, Rachel C., Bill Briscoe, Alexander Van der Horst, Carol Hayes, and Gary White. "Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences." Journal of Academic Writing 10, no. 1 (December 18, 2020): 223. http://dx.doi.org/10.18552/joaw.v10i1.581.
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Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences
This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives.
This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017).
The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies.
Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters.
While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics.
Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists.
We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty.
References
Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457
Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. & Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4.
Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press.
Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., & Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820
Kellogg, R., & Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600
Poe, M., Lerner, N., & Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press.
Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114.
Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates.
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Green, Karen. "Women's Writing and the Early Modern Genre Wars." Hypatia 28, no. 3 (2013): 499–515. http://dx.doi.org/10.1111/j.1527-2001.2012.01286.x.
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This paper explores two phases of the early modern genre wars. The first was fought by Marie de Gournay, in her “Preface” to Montaigne's Essays, on behalf of her adoptive father and in defense of his naked and masculine prose. The second was fought half a century later by Nicholas Boileau in opposition to Gournay's feminizing successor, Madeleine de Scudéry. In this debate Gournay's position is egalitarian, whereas Scudéry's approximates to a feminism of difference. It is claimed that both female protagonists in this early debate occlude the female body. The far more sexually explicit prose of Mary Delarivier Manley is then used to raise the question: is it genre, or is it, rather, the very nature of erotic sexuality, that makes it so difficult for women to masterfully expose themselves as authoritative subjects?
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Gill, Ayesha Asghar, and Fauzia Jangua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 7 (June 9, 2020): 8. http://dx.doi.org/10.5539/elt.v13n7p8.
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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
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Gill, Ayesha Asghar, and Fauzia Janjua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 8 (July 20, 2020): 141. http://dx.doi.org/10.5539/elt.v13n8p141.
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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
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Gintings, Mohammad Fajar Mediyawan. "Promoting Students’ Writing Skill: Genre-Based Approach in Indonesia EFL Context." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 1 (September 17, 2020): 31. http://dx.doi.org/10.32493/ljlal.v2i1.6993.
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This paper aimed to critically examine the effectiveness of Genre-Based Approach (GBA) to teaching writing in EFL context of Indonesia. Although several studies have discussed the effectiveness of GBA in teaching writing, those studies put emphasize how GBA focuses on genre or text types rather than the basic principles of GBA that aims for socially functioning language skills. This paper draws on the relevant literature to investigates how GBA suits the teaching of writing in EFL context of Indonesia. Moreover, the discussion focuses on the benefits of GBA which mainly derived from five key principles of Genre proposed by Hyland (2007). Through the exploration of existing empirical studies, this paper found that GBA offer three main benefits in teaching writing under the EFL context. These benefits are: (1) the offer of practical writing skill; (2) the build of students’ confidence in English writing; and (3) stimulation on students’ critical thinking as part of their English literacy. Nevertheless, the benefits of GBA in teaching writing could only be attained if teachers implement GBA according to its full-fledged teaching and learning cycles.
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Fahs, Breanne. "Writing with Blood: The Transformative Pedagogy of Teaching Students to Write Manifestos." Radical Teacher 115 (November 26, 2019): 33–38. http://dx.doi.org/10.5195/rt.2019.639.
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Given that manifestos are an understudied genre of writing, few undergraduate students learn about their history, style, and potential political impact. This essay reviews the history of manifestos, followed by descriptions of teaching students to write their own manifesto in an upper-division women and gender studies course I teach on radical writings. The rewards and possibilities of manifesto writing, alongside the hazards of teaching manifesto writing in a formalized institutional setting like academia, are explored.
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Changpueng, Piyatida. "The Implementation Of The Genre-Based Approach In The Teaching Of Writing To Engineering Students." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 59. http://dx.doi.org/10.24191/ijmal.v1i1.7636.
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Good communication skills are a requirement for all professionals. As for engineers, it seems that writing is one of the most important communication skills to help them to be successful in their professional life. However, many engineering students are poor in writing. Numerous studies havebeen conducted to determine the effectiveness of the different methods used to develop the writing skills of language learners, including the genre-based framework. The present study aims at examining the writing achievement of Thai engineering students receiving writing instruction through the explicit genre-based approach, or GBA (SFL genre), and their attitudes toward this method of teaching. The participants were 28 fourth-year engineering students enrolled in a basic writing course. One lesson in teaching writing recounts was provided during three sessions. The results of a T-test revealed clear improvement in the students’ writing ability after attending the lesson. Regarding the attitudes of the students, the findings were crosschecked with the students’ responses to the questionnaire, to the interview questions, and in their journal. It was found that the students had a satisfactory attitude toward this teaching method. Based on the study findings, it is recommended that language teachers incorporate the knowledge of genre, genre analysis, and schematic features of a particular genre in their teaching in order to enhance their students’ writing proficiency and confidence.
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Kempny, Marta. "Towards Critical Analytical Auto-Ethnography." Anthropological Journal of European Cultures 31, no. 1 (March 1, 2022): 58–71. http://dx.doi.org/10.3167/ajec.2022.310105.
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This article discusses the usefulness of critical analytical auto-ethnography in studying migrant (im)mobilities in the context of the COVID-19 pandemic. Whereas the auto-ethnographic genre has boomed during COVID-19 times, the authors of auto-ethnographic texts usually focus on their own experiences of the pandemic, engaging in an evocative style of writing. Following an overview of autoethnographic writing genres, this article discusses complex issues of insider/outsider status in pandemic research. It calls for a critical and analytical auto-ethnographic approach to the study of migrations and mobilities in a context in which they are currently unevenly distributed.
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Hultin, Eva, and Maria Westman. "The reuse of semiotic resources in third-year children’s writing of sub-genres." Journal of Early Childhood Literacy 18, no. 4 (January 19, 2017): 518–44. http://dx.doi.org/10.1177/1468798416685768.
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The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children’s use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous studies and thus the study contributes new insights concerning how children’s writing can be understood as a hybridization process in which semiotic resources from different literacy practices in school and out of school interplay. The theoretical framework of the study is based on New Literacy Studies, social semiotics and genre theories. The methodological approach is semiotic ethnography. The material is based on videotaped classroom observations of a particular writing process consisting of both collective and individual writing, as well as on the texts produced. A genre analysis is conducted in three steps, in order to explore the reuse of semiotic resources from literacy events in and out of school in five children’s texts. The results of this analysis show children’s creative ways of reusing semiotic resources, not only from literacy events and practices outside of school but also from previous literacy events in school. These creative ways of children engaging in hybridization processes while writing a narrative in sub-genres within an official literacy event in school can be understood as the children seizing agency in order to influence their own practice.
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van Nus, Miriam. "Business genres and their corporate context." Document Design 1, no. 3 (December 31, 1999): 187–97. http://dx.doi.org/10.1075/dd.1.3.05nus.
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This paper presents a model designed to analyze written business genres within their business context. Within a context specified at the levels of organization, business sector and business community, business genres are studied with respect to writing, distribution and reading practices. As such, the model extends beyond generic textual features and allows analyses of individual and collective writing activities and textual choices writers make (i.e., writing practices), the selection of particular channels and text formats for generic textualizations (i.e., distribution practices), and the way recipients read genre texts and make choices based on their readings (i.e., reading practices). In the model, the actual analysis of textual features of genre texts is clearly embedded in a wider situational framework. This paper argues that such a framework is a prerequisite for a proper understanding of textual realizations of business genres. Moreover, it provides business professionals with a tool to design texts that are effective responses to specific communicative needs.
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Larsen, Ann Sylvi, Marit O. Brujordet, Ingunn Ofte, and Anne Charlotte Torvatn. "Arbeid med argumenterende tekst på 3. trinn. En delstudie fra prosjektet Innføring av sjangerpedagogikk i tre trondheimsskoler." Acta Didactica Norge 12, no. 1 (June 5, 2018): 9. http://dx.doi.org/10.5617/adno.4726.
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Temaet for denne artikkelen er skriveopplæring i grunnskolens barnetrinn. Artikkelen studerer en skriveprosess over to uker i sjangeren argumenterende tekst i en tredjeklasse hvor læreren kurses i den australske sjanger pedagogikken. Klassen har en stor andel av minoritetsspråklige elever og elever fra områder med sosioøkonomiske utfordringer. Intensjonen har vært å studere hvordan sjangerpedagogikkens skriveundervisning i fire faser gir unge elever et redskap for å skrive argumenterende tekster, og om sjangerskolens pedagogikk fører til utjevning mellom sterke og svake elever. Datamaterialet vårt er observasjoner av undervisning, lærerens modelltekst, klassens fellestekst, individuelle tekster, samt semistrukturert intervju med lærer. Fire elevtekster fra høytpresterende og lavtpresterende elever blir analysert. Analysen viser at elevene får godt utbytte av den systematiske undervisningen som sjangerpedagogikken tilbyr, og at det blir mindre forskjeller mellom elever som karakteriseres som høyt- eller lavtpresterende. Funnet samsvarer med andre internasjonale studier. Et interessant funn i denne studien er at selv om elevene bruker skriverammer og modelltekster, er hovedvekten av tekstene originale og selvstendige.Nøkkelord: sjangerpedagogikk, eksplisitt skriveundervisning, den australske sjangerskolen, Sydneyskolen, minoritetspedagogikk, argumenterende tekst, skriverammer, modellteksterWorking with argumentative texts in 3rd grade. A partial study from the project Introducing genre pedagogy in three schools in TrondheimAbstractThe topic of this article is writing development among primary school pupils through the use of the genre pedagogy approach developed by the Sydney School, Australia. The study presented here followed a third-grade class over two weeks, in which the class worked with the genre argumentative text. The teacher also received training in the use of genre pedagogy in writing instruction. Many of the pupils are of minority background, and many are from areas with socio-economic challenges. The purpose of the study was twofold: First of all, it intended to investigate how the four stages of genre pedagogy writing instruction provide pupils with a tool for writing argumentative texts, and secondly, whether using genre pedagogy contributes to minimizing the gap in writing competence between strong and weak pupils. Our data material comprise class observation notes, the teacher’s model text, the target text and the students’ individual texts, as well as semi-structured interviews with the teacher. Four texts written by high-performing and low-performing pupils are analyzed. The analysis reveals that the pupils benefit from the systematic writing instruction that the genre pedagogy approach provides, and that the gap in writing competence between high-performing and low-performing pupils becomes smaller. These findings reflect other international studies in the field. One interesting finding in this study is that even if the pupils use writing frames and model texts, the majority of their texts reveal authenticity and independence on the pupil writer’s part.Keywords: genre pedagogy, explicit writing instruction, the Australian school of genre pedagogy, the Sydney School, multicultural pedagogy, argumentative text, writing frames, target texts
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Brody, Samuel Hayim. "Jewish Economic Ethics in the Neoliberal Era, 1980–2016." Journal of Jewish Ethics 7, no. 1-2 (December 1, 2021): 39–62. http://dx.doi.org/10.5325/jjewiethi.7.1-2.0039.
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ABSTRACT This essay surveys the emergence, over the last four decades, of a distinct genre of Jewish ethical writing about economics and speculates that its sunset may have already occurred. Unlike much previous Jewish economic writing, which was often brief, scattered, or secular in orientation, this genre consists of book-length works that reach deeply into Jewish sources to ground their interpretations and constructive recommendations. However, this strategy creates new problems and tensions: philosophical tension with halakhic literature, which prefers case law to political-economic theory; political tension within the genre, between the conservative subgenre of business ethics and its progressive counterpart, social justice literature; and methodological tension between normative, constructive exegesis and historical criticism. Welcoming the increased attention to economy among constructive Jewish ethicists and theologians, the essay nonetheless offers methodological critique, arguing that the necessary incorporation of political economy and history should transform the genre for the future.
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Shurinova, Nataliya S. "NEW BOOKS ON ACADEMIC WRITING." Practices & Interpretations: A Journal of Philology, Teaching and Cultural Studies 5, no. 2 (June 1, 2020): 160–69. http://dx.doi.org/10.18522/2415-8852-2020-2-160-169.
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The review is devoted to new works in which modern forms of scientific writing are analyzed, also, the genre of the academic text is considered: Lupton, D., Mewburn, I., Thomson, P. The digital academic. Critical perspectives on digital technologies in higher education (2018); Sawaki, T. Analysing structure in academic writing (2016); Graff, G., Birkenstein, C. “They say / I say”. The moves that matter in academic writing (2006). Analyzing Internet platforms used for publishing and discussing scientific research, subjecting the structural model of a scientific text to theoretical rethinking, the authors demonstrate the importance of alternative ways of expressing scientific ideas, speak of the possibility of a broader interpretation of the concept of “academic writing”. Recent studies have shown that blogging and twittering can serve as a tool to integrate into the academic community and build academic reputation. The authors propose to get away from the formalist interpretation of the genre of scientific text, present academic writing as a continuing dialogue, demonstrate that its genre structure is always open for modifications.
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Bray, Nancy. "How Do Online News Genres Take Up Knowledge Claims From a Scientific Research Article on Climate Change?" Written Communication 36, no. 1 (December 10, 2018): 155–89. http://dx.doi.org/10.1177/0741088318804822.
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The Internet has helped to change who writes about science in the news, how news is written, and how it is taken up by different audiences. However, few studies have examined how these changes have impacted the uptake of scientific claims in online news writing. This case study explores how online news genres take up knowledge claims from a research article on climate change over a period of one year and shows how shifting boundaries between rhetorical communities affect genre uptake. The study results show that online news writers predominantly use the news report genre to cover research findings for 48 hours, after which they predominantly use the news editorial genre to engage these findings. Analysis suggests that the news report genre uses the press release and the article abstract as intermediary genres, but the news editorial uses only the abstract. I argue that the switch between genres repositions the scientist, the journalist, and the public epistemologically, a reorientation that favors uptake in news media outlets supporting action to mitigate climate change and its effects.
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Sasaki, Miyuki, Kyoko Baba, Ryo Nitta, and Paul Kei Matsuda. "Exploring the effects of web-based communication tasks on the development and transferability of audience awareness in L2 writers." Australian Review of Applied Linguistics 43, no. 3 (February 20, 2020): 277–301. http://dx.doi.org/10.1075/aral.18035.sas.
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Abstract This article reports on two quasi-experimental studies that investigated the possible development and transfer of audience awareness in novice EFL writers as they engaged in online writing tasks through a Social Networking Service (SNS). Japanese students from two universities were asked to write, read, and comment on other students’ writing once a week. The two studies were arranged sequentially so as to capture in an exploratory but jointly illuminating manner whether and how the “elusive” (Hyland, 2005) construct of “sense of audience” can develop and transfer across genres. The results of both studies suggest that the SNS environment can help L2 writers develop audience awareness and transfer that awareness across genres when two conditions are met: (1) the genre of the SNS tasks should be perceived as similar to that for which transfer was expected; and (2) the students did not develop a sense of audience in previous writing instruction.
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Saburova, Liudmila E. "Tommaso Landolfi: in Search of a Free Genre Form." Studia Litterarum 6, no. 1 (2021): 52–65. http://dx.doi.org/10.22455/2500-4247-2021-6-1-52-65.
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This article focuses on genre characteristics of Tommaso Landolfi’s works which the author himself called diaries: “La biere du pecheur,” “Rien va” and “Des mois.” Although formally these three texts are not related and moreover, considerably differ from each other in structure and in content, they are united by a common narrative strategy, due to their genre features. Preserving main characteristics inherent in autobiographical prose, these diaries are at the same time aesthetically organized texts that have an artistic structure and contain artistic imagery as well as, most importantly, elements of fiction. Since the category of fiction is openly present in the diaries and declared as the author’s intention, Landolfi’s autobiographical prose can be defined as a hybrid genre containing elements of many other genres, especially the elements of the novel. The essay introduces the term autofiction to describe the phenomenon in question, namely genre diffusion between the autobiographical writing and the novel.
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Balzotti, Jon, and Derek Hansen. "Playable Case Studies: A New Educational Genre for Technical Writing Instruction." Technical Communication Quarterly 28, no. 4 (May 23, 2019): 407–21. http://dx.doi.org/10.1080/10572252.2019.1613562.
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Hashemi, Mohammad R., and Iman Gohari Moghaddam. "A Mixed Methods Genre Analysis of the Discussion Section of MMR Articles in Applied Linguistics." Journal of Mixed Methods Research 13, no. 2 (November 29, 2016): 242–60. http://dx.doi.org/10.1177/1558689816674626.
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The research article, among other academic genres, has attracted researchers’ attention over the past decades. Although sections such as introduction, method, and results and discussion have been addressed in such studies, the mixed methods research (MMR) discussion genre remains underexplored. Thus, the present study aimed at exploring the generic organizational patterns in applied linguistics MMR articles. A qualitatively driven mixed methods approach was utilized to explore 38 MMR discussions. As a result, there emerged a five-move model for genre macro-organization and rhetorical move structure of the MMR discussions. The study concludes by presenting implications for writing effective MMR discussions.
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Williams, Julia, and Frank Condon. "Translingualism in Composition Studies and Second Language Writing: An Uneasy Alliance." TESL Canada Journal 33, no. 2 (December 7, 2016): 1. http://dx.doi.org/10.18806/tesl.v33i2.1234.
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Although some translingual advocates call for collaboration amongst composition studies, translingual, and second language writing theorists, current misinterpretations of translingual theory represent the field of second language writing in a negative light, making an alliance amongst the scholars of these elds unlikely. Translingualism is embedded in inclusive rhetorics, which, we demonstrate, equate difference with the ability to think divergently. From this perspective, linguistic difference is a catalyst for critical thinking, and linguistic standardization is discrimination. Although this view is accurate, translingual theorists are at risk of misinterpreting second language classrooms as sites of forced linguistic homogenization. The teaching of form and genre are particularly contentious as translingual theorists, who may be unaware of research in second language writing, believe that these elements are taught in second language classrooms without tolerance of linguistic variation. Because translingualism is deeply rooted in inclusive rhetorics, second language teachers are unable to object to this nega- tive view of their field without affiliating themselves with exclusionary rhetorics. However, theorists such as Larsen-Freeman, Halliday, and Tardy write about form and genre using terms similar to those used by translingual theorists, suggesting that current second language writing theory recognizes linguistic variability and the interdependence of form/genre and context. Therefore, alliances amongst scholars in the elds of composition studies, translingualism, and second language writing would be possible if the negative view of second language writing implied by misinterpretations of translingual theory could be redressed. Bien que quelques tenants du translinguisme prônent une collaboration entre les études en rédaction, les théoriciens en translinguisme et ceux en expression écrite en langue seconde, des interprétations erronées de la théorie du translinguisme présentent actuellement le domaine de la rédaction en langue seconde sous un jour négatif, rendant peu probable une alliance entre les chercheurs de ces domaines. Le translinguisme est intégré à la rhétorique de l’inclusion qui, nous le démontrons, présente la notion de la différence comme synonyme de capacité de raisonnement divergent. Selon ce e perspective, la différence linguistique est un catalyseur pour la pensée critique et la normalisation linguistique constitue une forme de discrimination. Même si ce point de vue est valide, les théoriciens en translinguisme risquent de mal interpréter les cours en langue seconde comme des sites d’uniformisation linguistique imposée. L’enseignement de la forme et du genre est particulièrement controversé car les théoriciens en translinguisme, ignorant peut-être la recherche portant sur la rédaction en langue seconde, croient que l’enseignement de ces éléments dans les cours de langue seconde se fait sans tolérer la variation linguistique. Puisque le translinguisme est fermement ancré dans la rhétorique de l’inclusion, les enseignants en langue seconde ne peuvent contester ce e vision négative de leur domaine sans s’a lier à la rhétorique de l’exclusion. Toutefois, certains théoriciens comme Larsen-Freeman, Halliday et Tardy s’expriment sur la forme et le genre en employant des expressions qui sont similaires à celles qu’emploient les théoriciens en translinguisme, ce qui permet de croire que la théorie actuelle portant sur la rédaction en langue seconde reconnait la variation linguistique et l’interdépendance de la forme, du genre et du contexte. Des alliances entre les chercheurs des trois domaines (rédaction, translinguisme et langue seconde) sont donc envisageables si l’on corrige l’opinion négative face à la rédaction en langue seconde qui ressort des mauvaises interprétations de la théorie translingue.
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Mancho-Barés, Guzman, Sarah Khan, and Marta Aguilar-Pérez. "An EMI lecturer’s assessment practices with engineering laboratory reports." Journal of English-Medium Instruction 1, no. 2 (August 25, 2022): 232–54. http://dx.doi.org/10.1075/jemi.21008.man.
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Abstract EMI assessment research designed to compare academic achievement in EMI and L1-medium courses aims to examine language and content learning outcomes (Dafouz & Camacho-Miñano, 2016; Hernández-Nanclares & Jiménez-Munoz, 2015; Yang, 2015). However, these studies provide little insight into learning processes. A genre analysis perspective, in contrast, can offer a deeper understanding of the development of student disciplinary literacy. Based on genre analysis studies on student writing (Nesi & Gardner, 2012; Parkinson, 2017; Swales, 1990), we aim to describe the written genre in student laboratory reports from an EMI course on a Mechanical Engineering degree programme. Seven students’ laboratory reports as well as the lecturer’s instructions, the assessment rubric, and written feedback were examined using genre analysis. This case study contributes to the emerging literature on assessment in EMI by foregrounding the advantages of genre analysis as an analytical methodology and shedding light on students’ development of literacy in disciplinary writing.
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Basthomi, Yazid. "EXAMINING RESEARCH SPACES IN DOCTORAL PROSPECTUSES." TEFLIN Journal - A publication on the teaching and learning of English 20, no. 2 (August 29, 2015): 140. http://dx.doi.org/10.15639/teflinjournal.v20i2/140-158.
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Genre analyses and contrastive rhetoric studies have dealt with quite a number of genres of writing. However, genre analysts and contrastive rhetoric researchers have not carried out adequate analyses of doctoral prospectuses. This paper will, subsequently, address this issue by analyzing a genre of texts of doctoral prospectuses. The analysis will be focused on the sub-genre of "Background of the Study" of the prospectuses. Limitations of accessibility, however, have led this study to only focus on analyzing fourteen doctoral prospectuses written in English by Indonesian students of EFL accessible from the Graduate Program, State University of Malang, Indonesia. This situation suggests that the present study is preliminary. Preliminary, notwithstanding, the study will contribute to filling the gap of the underresearched issue of doctoral studies in Indonesia, particularly, those pertinent to the area of ELT. The analysis shows a tendency that the texts of Background of the Study do not show research spaces. Relevant to this, the article provides an interpretive explanation of the possible factors attributable tothis issue.
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Guo, Yi-Huey. "UNDERSTANDING THE GENRE FEATURES OF QUALITATIVE RESEARCH: A CASE STUDY." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 2 (December 19, 2019): 115–26. http://dx.doi.org/10.30743/ll.v3i2.1674.
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Some researchers’ prejudiced attitude on qualitative research as non-scientific research seems to hinder the development of qualitative research in some Asian social science research communities. Nevertheless, the present study on a qualitative novice’s writing process found that the lowly formulaic style of qualitative research writing could be another reason that impedes such development as well. Novice researchers’ writing tends to follow model-imitation, which contradicts the lowly formulaic style of qualitative research writing. With the employment of a social approach on writing studies as the theoretical framework, this study treated academic writing as an activity influenced by the writer’s situated research community. The writer’s varied research attempts in thesis writing process such as the formulation of research questions, employment of research methods, interpretation of research results, and the like, were treated as his/her composing acts. By longitudinally observing one graduate student’s use of qualitative research in his thesis proposal writing process, the present study discussed the multifaceted nature of qualitative research and the need of teaching/learning qualitative research as a specific genre in academic writing. Related genre elements to be included in teaching qualitative research are addressed.
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Kamengko, Daniel Frengki, Ifoni Ludji, and Irna A. Neolaka. "Enhancing science students’ participation in writing argumentative essays in Biology class through a genre-based approach (an action research)." Indigenous Biologi : Jurnal Pendidikan dan Sains Biologi 4, no. 1 (August 20, 2021): 26–30. http://dx.doi.org/10.33323/indigenous.v4i1.200.
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ABSTRAK
Metode genre based telah dipakai dalam banyak studi. Metode ini juga memberikan banyak kontribusi terhadap peningkatan mutu penulisan dalam berbagai konteks pelajaran. Tujuan dari penelitian ini adalah untuk meningkatkan partisipasi siswa kelas IPA dalam menulis teks argumentasi pada pelajaran biologi dengan menggunakan metode genre based di SMAN 1 Kupang Timur. Penelitian ini menggunakan metode penelitan tindakan kelas yang terdiri dari dua fase. 41 siswa kelas IPA pada SMAN 1 Kupang Timur terlibat dalam penelitian ini. Metode genre based ini diaplikasikan selama empat kali pelatihan selama satu bulan berfokus pada bagaimana siswa menulis teks argumentasi dalam pelajaran biologi. Teks argumentasi siswa dinilai dengan menggunakan penilaian “systemic functional grammar” dalam pemberian pre-test dan postest. Hasil penelitian menunjukan bahwa metode genre based meningkatkan partisipasi dan nilai menulis siswa kelas IPA.
Kata Kunci: pendekatan genre-based, teks argumenatsi, penelitian tindakan, systemic functional grammar
ABSTRACT
Genre-based approach has been used frequently in many studies. It has been shown in any number of studies to contribute to the development of writing across different contexts. The main purpose of the research was to increase science students’ participation in argumentative essay writing using a genre-based approach at SMAN 1 Kupang Timur. This study applied an action research method which was comprised of two cycles. 41 students at SMAN 1 Kupang Timur participated in the study. A genre-based approach was applied four times over the course of a month to teach the students how to write argumentative essays. Students’ argumentative essays were measured by the systemic functional grammar framework in pretest and post-test. The research findings indicated that the genre-based approach increased students’ participation and scores in argumentative writing.
Key words: genre-based approach, argumentative texts, action research, systemic functional grammar
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Zhang, Tingting, and Lawrence Jun Zhang. "Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement." Sustainability 13, no. 21 (October 21, 2021): 11616. http://dx.doi.org/10.3390/su132111616.
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The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed.
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Stieber, Chelsea. "Mémoire and Vindicationism in Revolutionary Saint-Domingue." Small Axe: A Caribbean Journal of Criticism 26, no. 1 (March 1, 2022): 30–54. http://dx.doi.org/10.1215/07990537-9724037.
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This essay analyzes the genre of mémoire produced by gens de couleur (free people of color) within the colonial and military bureaucracy of revolutionary Saint-Domingue. Building on recent scholarship on Toussaint Louverture’s 1802 “Mémoire du général Toussaint Louverture,” it situates the genre in broader conversation with the mass of bureaucratic and administrative writing in the colony by offering close readings of mémoires from Julien Raimond and André Rigaud. Though written for different purposes, these mémoires evince a shared formal and rhetorical strategy: they present textual evidence and employ forensic rhetoric to refute competing claims and vindicate their cause. By elucidating the generic conventions of the mémoire, this essay contributes to the growing body of scholarship on Black writing that has moved beyond the paradigm of the slave narrative toward other forms and genres of Black protest. In so doing, it refocuses vindicationism on these rhetorical evidentiary practices, rather than on the mythos of romance and romantic overcoming that has categorized vindicationist narratives of the Haitian Revolution.
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Wardhana, Dian Eka Chandra. "Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills." Journal of Language and Education 8, no. 2 (June 30, 2022): 140–53. http://dx.doi.org/10.17323/jle.2022.12537.
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Background. The study of using process-genre approach that was used to increase the writing competence had been conducted by many researchers. However, the contirbution of this learning approach for HOTs aspects has not been done by many researchers, especially on learning writing Indonesian
Purpose. Many studies only focused on one research approach, consequently, the finding was not quite comprehensive. Besides, to examine the effect of process-genre approach on academic writing competence and HOTs, this research also aimed to explore attitude and students’ expectation on their learning experience by using this approach.
Method. The research used a sequential, mixed-method explanatory approach. Two grades were randomly chosen to enroll in the experimental class and a monitoring class of up to 52 students. The individual is a member of the Indonesian language education department who is currently taking the writing 1 course at the Bengkulu University, Indonesia. There are two instruments used in this analysis, the writing test & HOTs test for Quantitative statistics and semi-structured qualitative data interviews. The data from the writing test and the HOTs were quantitatively analysed for the paired sample t-test, the stand-alone sample t-test and the MANOVA, while the interview data were analysed using thematic analysis techniques.
Results and Implications. The results have found that process-genre approach had a substantial positive effect on scholarly writing and student HOTs. Besides, thematic research also reveals that there are favorable views and expectations of students regarding the influence of the process-genre approach towards academic writing and student HOTs. This finding is iexpected to enrich knowledge about how students could enhance their writing ability and HOTs by using process-genre approach.
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Briest, Sarah. "Murder, They Wrote: Genre and Collaboration in the Detection Club Novels." Genre 55, no. 2 (July 1, 2022): 117–39. http://dx.doi.org/10.1215/00166928-10001349.
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Abstract Members of a literary organization known as the Detection Club cowrote the mystery novels The Floating Admiral and Ask a Policeman in 1932 and 1933, respectively. These novels are of interest primarily for what they suggest about literary genre: the microcosms of their composition supply concrete, if playful, models of phenomena also at work in the macrocosm of genre fiction. Thus, collaborative writing emerges as a form of genre laboratory, ideally suited to the small-scale imitation and exploration of superordinate generic processes. Both the writers’ reflections on their collaborative efforts as well as the finished results of said efforts throw into stark relief the interdependent processes of writing and reading, semiotic encoding and interpreting, as they characterize the formation and reformation of generic conventions. Moreover, the ludic facets of the Detection Club collaborations indicate that the notion of (nonliterary) genre-as-game, as embraced by rhetorical genre studies, can be productively applied to literary genre.
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Schultermandl, Silvia, and Nassim Balestrini. "Outlook on Life Writing and American Studies." JAAAS: Journal of the Austrian Association for American Studies 1, no. 1 (August 31, 2020): 162–63. http://dx.doi.org/10.47060/jaaas.v1i1.106.
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In lieu of an abstract, here is the first paragraph of this contribution:
Having discussed five distinct areas of inquiry within life writing studies, we are acutely aware of the various interconnected themes. By way of a conclusion, we would like to sketch three particular aspects which merit extensive attention. First, the fact that all of the contributions highlight the constructedness of life writing can be seen as a call for enhancing our understanding of the mechanisms of self-representation and their implications for the represented autobiographical self and for the multi-genre phenomenon of life writing. The field of life writing studies has been instrumental in uncovering multiple phenotypes linked to medium-specific possibilities and to the contexts in which such content is generated, disseminated, and received. Thus, we will need to grapple further with researching competing and differing media selves, including the roles of curators and adapting generic forms like the scrapbook and the self-help manual as well as the economic backdrop and impact of production and distribution.
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Booth, Marilyn. "Zaynab Fawwāz’s Feminist Locutions." Journal of Arabic Literature 52, no. 1-2 (April 16, 2021): 37–67. http://dx.doi.org/10.1163/1570064x-12341419.
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Abstract Lebanese-Egyptian Zaynab Fawwāz (ca. 1850-1914) was an unusual presence in 1890s Egypt: an immigrant from Shīʿī south Lebanon, without major family support, she created an intellectual place for herself in the Cairo press, generating a forthright voice on women’s needs as distinct from “the nation’s.” Like most Arabophone writers on “the Woman Question,” Fawwāz addressed girls’ education, but she focused less on domestic training than on work and income, gender-defined dependency, and exploitation. She highlighted gender-prejudiced uses of religious knowledge to further masculine privilege. Framing her arguments within terms of engagement defined by Islamic sharīʿah, she appropriated and redefined keywords for an indigenous feminism. She repurposed the Islamic-Arabic genre of biographical writing for feminist-inflected history writing. I consider how Fawwāz deployed terminology and genre to contest patriarchal readings of Islamic practice sustained by assumptions of masculinist authority. Fawwāz’s writings remind us that secularism was never inherent in Arabophone feminist theorizing, nor were the earliest Arab feminisms Western derivatives. Historical assemblages shaped by Islamic (and Christian) worldviews yielded creative syntheses that were firmly indigenous.
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Ganapathy, Malini, Manjet Kaur, Marlina Jamal, and Jonathan Phan. "THE EFFECT OF A GENRE-BASED PEDAGOGICAL APPROACH ON ORANG ASLI STUDENTS’ EFL WRITING PERFORMANCE." Malaysian Journal of Learning and Instruction 19, no. 1 (January 31, 2022): 85–113. http://dx.doi.org/10.32890/mjli2022.19.1.4.
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Purpose – In the 21st century, the importance of having good English proficiency in Malaysia and globally has impacted educators, especially in terms of their pedagogical practices. Although students are exposed to 11 years of English language instruction in Malaysia, Orang Asli students still possess low English proficiency and poor writing skills. This study aims to determine the extent to which the genre-based pedagogical approach is able to improve Orang Asli students’ English as a foreign language (EFL) writing performance and analyse their responses in using the genre-based pedagogical approach as a framework to improve their EFL writing performance. Methodology – This quasi-experimental study included 78 students from a secondary school in Pahang, Malaysia. Participants were assigned to the experimental and control groups (N=39) to generate students’ pretest and posttest scores. Quantitative data from the students’ questionnaire were also triangulated with qualitative data from the focus group discussions with the experimental group. Findings – The approach was effective in improving students’ descriptive writing and had a more significant effect than the mainstream process-based approach. Students reacted positively to the approach as they found it useful in improving their writing skills, which correlated with their improved test scores. Therefore, the genre-based pedagogical framework can be further enhanced by incorporating more grammar-related activities to meet the learning needs of Orang Asli students lacking in EFL writing skills. Significance – The novelty of this study is that the framework has the potential to be implemented in Malaysian secondary schools and other indigenous’ educational contexts. Furthermore, this study can be a point of reference to stakeholders, English language teaching (ELT) practitioners and educators in terms of advocating a genre-based pedagogical approach in an EFL context.
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Muñoz-Luna, Rosa, and Lidia Taillefer. "A mathematical model for academic genre awareness." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, no. 2 (December 8, 2014): 469–91. http://dx.doi.org/10.1075/resla.27.2.11mun.
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Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of L2 academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with writers’ awareness of academic genre features. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS® and NVivo® provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts show greater awareness of academic genre features, being able to (un)consciously employ academic language in their written expression. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion.
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Epstein, Maram. "Writing Emotions: Ritual Innovation as Emotional Expression." NAN NÜ 11, no. 2 (2009): 155–96. http://dx.doi.org/10.1163/138768009x12586661922947.
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AbstractThis article examines the chronological biographies of the Qing ritualists Yan Yuan (1635-1704) and Li Gong (1659-1733) to witness how they negotiated and wrote about the ritual and emotional priorities in their relationships with various family members. It argues that rather than being just a form of ritual duty, filial piety was a core emotion at the center of many people's affective and spiritual lives. Although the conservative nature of nianpu (chronological biography) as a genre meant that some of the most intimate relationships in these two men's lives would get passed over in silence, the recording of their manipulation of ritual forms allowed them an indirect means of expressing their affective bonds.
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Haleta, Olena. "Instead of a Novel." Aspasia 14, no. 1 (March 1, 2020): 78–103. http://dx.doi.org/10.3167/asp.2020.140107.
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This article focuses on the life and literary strategies of Sophia Yablonska (1907–1971), a self-identified Ukrainian camerawoman, photographer, and writer. While working for a French documentary production company, traveling around the world, and living in Morocco and China, Yablonska published three books of travelogues supported by hundreds of photos (The Charm of Morocco, 1932; From the Country of Rice and Opium, 1936; and Distant Horizons, 1939) that combine autobiographical and anthropological approaches and transgress poetic and narrative conventions. In her travelogues, Yablonska examines the contradictions between traditional and modern culture and expresses them in verbal and visual forms. Abandoning the genre of the novel for that of the travelogue, Sophia Yablonska transgressed literary and life norms in terms of genre, gender, anthropology, autobiography, perception, media, culture, and discourse. Her writings not only reveal other countries, but also show the formation of a modern personality in the process of writing.