The term ‘genre,’ was proposed in the 1980s, first in L2 and then in English for Specific Purposes (ESP).

Explore how individuals use language to “orient to and interpret particular communicative situations”

Use this knowledge for “literacy education”

Accomplish purposes in different contexts and use different styles rather than one universal one

Genre-based pedagogy has been practiced most successfully in Australia with primary, secondary, and immigrant
language learners as well as academic writing

Genre-based writing instruction is a response to process writing since the latter could not fulfill the needs for writing in academic contexts.

Genre-based pedagogy has more practical ways for teachers to plan, sequence, support, and assess learning in genre-based pedagogy.

The cycle suggested by Feez (1998) is the framework for designing lesson plans in a genre-based writing class.

The cycle allows the repetition of any stage whenever needed for improving a student’s complete independence in writing.

The approach uses a teaching- learning cycle and encourages strategies such as modeling texts and joint and independent construction

Genre-based writing is explicit, systematic, needs-based, and involves consciousness-raising tasks.

Not only are language, content, and context collaborated in genre-based pedagogy, but also this type of instruction elaborates upon the use of each genre in communication.

It heightens L2 learners’ awareness of the social setting, purpose, and audience of the text

Students’ awareness of various organizations for different communicative purposes and confidence level had increased.

Japanese undergraduate students’ awareness, on linguistic knowledge, and writing competence in an e-mail writing class increased

Middle school language learners improvement in self- regulation and self-efficacy showed

Being a learner in a second language genre-based classroom has complexities which need attention.

Low-achieving students needed extended modeling an teacher-students conference stages

Feez (1998). Learners practiced expository writing according to the stages introduced.

1: Teacher built the context in 15 mins. describing the genre of expository writing

2: Learners deconstructed the sample text in groups with the step-by-step guidance of the teacher.

3: Learners extract the type of vocabulary and grammar and rhetorical patterns used in the text and present their findings.

4: They compose an essay together on a topic and present together.

3: Teacher stresses in choice of structure, vocabulary content,
and organization.

2: They prepared drafts in groups under the supervision of the teacher

1: Learners experienced scaffolded instruction and did a joint construction of a text.