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A Genre-based Approach to Teaching Writing in Years 3-6: Writing stories : a teaching unit based on narratives about fairy tales

NGLISH FOR MEDIA STUDY WRITING MATERIALS (Developed based on Genre Based Approach)

This book is a translation of advanced English learning that specifically discusses the theory students need in writing practice of English. This book contains materials related to the Genre Based Approach presented in four sections in each chapter: Building Knowledge of the Text, Modelling the Text, Joint Construction of the Text, and Individual Construction of the Text. The contents of this book is made to improve and add more detailed materials related to various genres of the texts (report, argumentative, narrative, etc.) so that students will be easier to applied the contents of this book in the writing process. The authors would like to extend their gratitude to Ministry of Research and Technology, National Agency for Research and Innovation who has provided research grants for beginner lecturers (PDP). Furthermore, thank you to the chairman and staff of LP3M Muhammadiyah University of Tangerang who have facilitated this activity and guided this research from the preparation of proposals to research reports.

This book is a translation of advanced English learning that specifically discusses the theory students need in writing practice of English.

Effects of the Genre-based Writing Instructional Module in a Blended Learning Environment on English Writing Ability and Thinking Skills of Thai Undergraduate Students

The study aim (1) to develop the genre-based writing instructional module in a blended learning environment, (2) to investigate the students’ writing ability after implementing the genre-based writing instructional module in a blended learning environment, (3) to investigate the students’ thinking skills after implementing the genre-based writing instructional module in a blended learning environment, (4) to investigate the relationship between writing ability and thinking skills, and (5) to investigate the students’ attitude toward using genre-based writing instructional module in a blended learning environment. Thirty-five first-year undergraduate students in Srinakharinwirot University were chosen as the sample group.The study was a single group design using qualitative and quantitative methods. It took 15 weeks for data collection.The findings revealed that: 1) there was a significant improvement of the participants’ English writing ability after taking after taking GWIMBLE at; 2) there was a significant improvement of the participants’ thinking skills after taking GWIMBLE at; 3) there was a positive relationship between the students’ writing ability and thinking skill; and 4) the students had positive attitudes toward the genre-based writing instructional module in a blended learning environment. The study indicated that the GWIMBLE benefited the students’ writing ability and improved their thinking skills.

The study aim (1) to develop the genre-based writing instructional module in a blended learning environment, (2) to investigate the students' writing ability after implementing the genre-based writing instructional module in a blended ...

An Overview of the Genre-based Approach to the Teaching of Writing in Australia

The genre-based approach relates context of culture and situation to actual language use; discusses Traegar Park program which uses the negotiated texts as a model for writing.

The genre-based approach relates context of culture and situation to actual language use; discusses Traegar Park program which uses the negotiated texts as a model for writing.

Genre, Frames and Writing in Research Settings

This book presents a perspective on genre based on what it is that leads users of a language to recognise a communicative event as an instance of a particular genre. Key notions in this perspective are those of prototype, inheritance, and intertextuality; that is, the extent to which a text is typical of the particular genre, the qualities or properties that are inherited from other instances of the communicative event, and the ways in which a text is influenced by other texts of a similar kind. The texts which form the basis of this discussion are drawn from experimental research reporting in English. Contents: 1. Introduction 2. Approaches to genre 3. Genre and frames 4. A sample analysis: Writing up research 5. Summary and conclusions.

This book presents a perspective on genre based on what it is that leads users of a language to recognise a communicative event as an instance of a particular genre.

The Effectiveness of Genre-based Approaches in Teaching Academic Writing

Subject-specific Versus Cross-disciplinary Emphases

The main purpose of the research was to investigate the effectiveness of genre-based approaches in teaching academic writing. The study was motivated by the researcher's perceptions about university students' difficulty in acquiring the essayist literacy of the academy, and the fact that very little empirical research had been conducted on the effect of genre-based writing interventions. The following questions guided the research: (1) Can genre-based approaches be justified theoretically? (2) How effective are genre-based academic writing interventions? (3) Which is more effective: a narrow-angled or a wide-angled approach? The theoretical framework combines foundational principles of Systemic Functional Grammar, Constructivism and Critical Literacies. A mixed methods design was used, including a survey of writing tasks, genre analysis, discourse analysis, and a quasi-experimental comparison of pre- and posttest essay ratings. The survey of writing tasks indicated that the academic essay was the written genre most frequently required by humanities departments, and that argumentation, discussion, explanation, description and analysis were the text types featuring most prominently in writing prompts. Since the materials of the Department of Historical and Heritage Studies contained the largest number of essay-length tasks, the subject-specific intervention was focused on students of history. The cross-disciplinary group included students with Economics, English, History, Philosophy, Political Sciences, Psychology and Sociology as majors. A genre-based presyllabus, comprising exploration, explicit instruction, joint construction, independent construction and critical reflection, was customized for the subject-specific and cross-disciplinary groups. The syllabus gave prominence to the use of rhetorical modes, logical development of an argument, and engagement with other authors. The statistical analyses of the essay scores show that the narrow-angled and the wide-angled genre-based interventions were effective. Although the size of the improvement on the four dimensions of the scoring instrument was not equal, the overall improvement of the students in each of the groups is statistically significant. Despite the more modest overall improvement of the students in the cross-disciplinary group, their mastery of stance and engagement exceeded that of their subject-specific counterparts. Even though both interventions were effective the subject-specific group performed significantly better than the cross-disciplinary group overall (p = 0.043). Their performance was also more consistent across the four dimensions of the scoring instrument. The results of the opinion survey indicate that students from both groups were generally positive about the effect of the respective interventions on their academic writing abilities. The only significant difference is the subject-specific group's more positive evaluation of the transferability of the skills they acquired. The more pronounced skills transfer was probably facilitated by the subject-specific group's deeper level of engagement with source materials and more opportunities for practising content-based writing. Main limitations of the study include the small sample size and non-parallel presentation of the two interventions.

The statistical analyses of the essay scores show that the narrow-angled and the wide-angled genre-based interventions were effective.

Genre-Based Writing

A Practical Guide to Writing Exercises for High School Students

This genre-based writing book has been designed as a practical writing guide to help students easily write different types of texts. This book is organized in such a way that makes it easy to use. Each chapter contains the discussion of several important points related to a certain type of text.After identifying, exploring and discussing all the texts included in this book, and all the writing exercises are completed, it is expected that students have the ability to write different types of texts better. They know what to write and why. They know how to write them effectively.

This genre-based writing book has been designed as a practical writing guide to help students easily write different types of texts. This book is organized in such a way that makes it easy to use.