Cover

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pp. 1-1

Title Page, Copyright, Series Page, Acknowledgments

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pp. 2-9

Contents

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pp. ix-xii

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Series Foreword

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pp. xiii-xvi

Since the publication of John Swales’s groundbreaking book-length look at genre analysis in 1990, it is safe to say that there has been increasing interest in the pedagogical potential of genre among language educators, whether teachers of first, second, or third language speakers. ...

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Introduction

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pp. 1-3

It is now ten years since Candlin (1993, p. ix) described genre as “a concept that has found its time,” and since then, genre has confirmed much of its potential as one of the most lively and influential concepts in second language teaching and research. ...

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1. Why Genre?

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pp. 4-23

Genre is a term for grouping texts together, representing how writers typically use language to respond to recurring situations. For many people, it is an intuitively attractive concept that helps to organize the common-sense labels we use to categorize texts and the situations in which they occur. ...

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2. Perspectives on Genre

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pp. 24-53

Genre approaches to writing instruction are based on the idea that every successful text displays the writer’s awareness of its context and the readers that form part of that context. Individuals draw on their experiences of what has worked well in the past in similar contexts when they write and can be assisted to write more effectively ...

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3. Genre Knowledge

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pp. 54-86

The different views discussed in Chapter 2 all recognize that the ability to see texts as similar or different, and to write or respond to them appropriately, is vital to achieving literacy in a second language. Berkenkotter and Huckin (1995, p. ix) refer to this as genre knowledge, ...

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4. Organizing a Genre-Based Writing Course

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pp. 87-120

Up to this point, we have focused on identifying what genre is, why it is a useful idea, and what it means to be able to use a genre. This chapter looks at more concrete issues for writing teachers and concentrates on the role of genre as an organizing principle in L2 writing instruction. ...

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5. Texts, Tasks, and Implementation

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pp. 121-158

In addition to providing writing teachers with a way of organizing their courses, the concept of genre also suggests a range of approaches to classroom teaching. Once again, while the students and learning contexts that teachers confront will vary enormously, a genre-based approach to teaching L2 writing always involves attending to the texts learners will most need to write beyond the classroom. ...

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6. Genre, Feedback, and Assessment

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pp. 159-193

This chapter explores the role of genre in assessing writing. Essentially, assessment refers to the variety of methods used to collect information about a learner’s writing ability, including practices as diverse as timed class tests, short essays, term assignments, project reports, and portfolios. ...

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7. Doing Genre Analysis

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pp. 194-228

Previous chapters have focused on areas of theoretical and practical relevance to teachers interested in what genre approaches have to offer writing instruction: outlining what genre is, why it is useful, and how it has been applied in second language writing classrooms. ...

Bibliography

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pp. 229-240

Subject Index

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pp. 241-242

Author Index

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pp. 243-244