Genre and Second Language Writing
Publication Year: 2013
Published by: University of Michigan Press
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Title Page, Copyright, Series Page, Acknowledgments
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Series Foreword by Diane Belcher and Jun Liu
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...it is safe to say that there has been increasing interest in thethe classroom, as opposed to other more “authentic” environ-of genre, in fact, have run the gamut from a conviction that gen-laically taught as relatively easy to notice textual conventions.also of facilitating their entry into seemingly and in effect ex-...
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...p. ix) described genre as “a concept that has found its time,”study of classical rhetoric and for the last century or more hasout the familiar structure that genres give to social events, weoffice, a step that led to one of my first publications (Hyland,constructed and the possibilities this presents for instruction....
1. Why Genre?
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...tations: the reader’s chances of interpreting the writer’s pur-pose are increased if the writer takes the trouble to anticipatetions to prior texts. While writing, like dancing, allows for cre-ple, whether a text is a recipe, a joke, or a love letter and canrectly related to the skills they need to participate effectively...
2. Perspectives on Genre
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...writer’s awareness of its context and the readers that form part“extremely slippery.” We find major differences lurking justplied, their intellectual roots, and the weight they give to eithera set of systems for creating meanings in social contexts is farGenre in SFL is seen as “a staged, goal oriented social process”...
3. Genre Knowledge
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...all recognize that the ability to see texts as similar or differ-Huckin (1995, p. ix) refer to this as genre knowledge, “an in-dividual’s repertoire of situationally appropriate responses torecurrent situations,” and it is useful for writing teachers toance claim or a poster for a teachers’ conference. In sum, un-...
4. Organizing a Genre-Based Writing Course
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...one’s meanings across effectively to particular readers by writ-of the learning situation in terms of time, resources, and so on.means, as far as possible, identifying the kinds of writing thatis a social activity, involving collaboration and support so thatis a significant step away from Piaget’s “lone scientist” view...
5. Texts, Tasks, and Implementation
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...of collaboration, or peer interaction, and scaffolding, or teacher-now) to a level of “potential performance” (what they will besocial, contextual, and linguistic aspects of a target genre; itterpretations of Vygotsky’s ideas—utilizing concepts such asFig. 5.1. Teacher-learner collaboration (based on Feez, 1998, p. 27)...
6. Genre, Feedback, and Assessment
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...assessing writing. Essentially, assessment refers to the varietyof methods used to collect information about a learner’s writ-ing ability, including practices as diverse as timed class tests,control of their writing. It is also a practice that happens as aBefore looking at genre-based assessments in detail, I will first...
7. Doing Genre Analysis
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...it. But while analysis is often regarded as “research” and asspecific uses of language. It is driven by a desire to understandclusively on text structure; some give greater attention to soci-ocultural factors; some closely examine the practices of writers;2002). Whatever the orientation, however, all genre analysts see...
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Page Count: 256
Publication Year: 2013
Series Title: Michigan Series on Teaching Multilingual