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GENRE-BASED GROUPS - Coggle Diagram
GENRE-BASED GROUPS
INTRODUCTION
Horowitz (1986)
Genre-based writing instruction is a response to process writing since the latter could not fulfill the needs for writing in academic contexts.
(Swales, 1990)
Genre-based pedagogy has been practiced most successfully in Australia with primary, secondary, and immigrant
language learners as well as academic writing
Hayland (2007)
Genre-based pedagogy has more practical ways for teachers to plan, sequence, support, and assess learning in genre-based pedagogy.
(Badger & White, 2000)
From a genre-based view, people in the real world write to:
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Byrnes & Manchón (2014)
The cycle suggested by Feez (1998) is the framework for designing lesson plans in a genre-based writing class.
Hyland (2003)
Genre theory aims to:
Explore how individuals use language to “orient to and interpret particular communicative situations”
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Paltridge (2014) and Swales (2001),
The term ‘genre,’ was proposed in the 1980s, first in L2 and then in English for Specific Purposes (ESP).
Devitt (2004)
The cycle allows the repetition of any stage whenever needed for improving a student’s complete independence in writing.
Firkins, Forey, & Sengupta (2007)
The approach uses a teaching- learning cycle and encourages strategies such as modeling texts and joint and independent construction
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Genre-based (Conclusion)
Learners show more coherent essays, and were more successful in communicating their viewpoints.
Considering learners’ personality types, needs, and preferences can have a decisive role in the type of approach manipulated in the writing classes
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