Islamic Azad University At South Tehran

A Genre-based Approach to Content Writing Instruction

Presented by: Faezeh Naseh Instructor: Dr. Mohseni

Genre-based writing
Step Beyond Process-Writing

In the process approach, the steps or stages are illustrated and practiced from the generation of ideas and compilation of information through a series of activities for planning, gathering information, drafting, revising, and editing (Campbell, 1998, p. 11).
Genre-Based Approach to Teaching Writing Miyoun (Sophia) Kim

In the genre approach, on the other hand, the knowledge of language is intimately attached to a social purpose, and more focus is on the viewpoint of the reader than on that of the writer. Writing is mostly viewed as the students reproduction of text, based on the genre offered by the teacher.
Genre-Based Approach to Teaching Writing Miyoun (Sophia) Kim

1. In process-writing too much writing may happen which do not necessarily provide students with enough practice in different types of writing required for academic purposes.

2. Just emphasizing on a process approach often disregards the importance of written form and therefore takes power away from learners, particularly students from different cultures and backgrounds.

3.Providing students with required language knowledge to talk about the text, empowers them with an understanding of techniques required for effective and communicative writing purposes.

4. Provides students with an understanding of why a communication style is the way it is.

5. Structure analysis leads to identification of common patterns, which in turn would form a kind of background knowledge.

Teacher Role Teacher has a central role in the scaffolding process, who is familiar with students, presented materials and specific features. He also guides learners to accomplish the goal. Learner Role Learners practice the presented models and try to gain more control over their learning. They move from being an observer towards being autonomous.

Making students aware of how different ways of organizing information in writing interact with the purpose of the text.

A public school classroom in a small city in Arizona

Twenty fifth- grade students who consisted of native Americans, Hispanics and European Americans

Content Material
Highlighted Explorers

Time
Patterns

Genres Results

Activities

Regular social study units on explores

5 weeks three to four 45-minute periods per week

1. 2. 3. 4. 5. 6.

Ponce de Leo`n Christopher Columbus Vikings Herna`n Corte`s Marco Polo John Wesley Pouell

 Brief review of content and genre information of the last session Introduction of the new information practicing new patterns as a class and in small groups before working independently

1. 2. 3. 4.

Narrative Descriptive Persuasive Expository

1. 2. 3. 4.

Narrative Descriptive Persuasive Expository

Explorers would first narrate their exploration, then give detailed descriptions. After that they needed to persuade the crew to accompany them and the royal people to fund their expeditions. And finally, they had to provide reports about their explorations (expository)

1. Posing question on different aspects of the explorers

2. Discussing attributes and comparing & contrasting different genre characteristics like: verbs and structure
3. Getting familiar with the readers need by trying to form the beginning of the text

4. Referring to a world map to locate various countries which gave them a sense of distances traveled by the explorers and made them familiar with different places and locations
5. Role plays and discussions for persuasive contexts 6. Put the concepts together in the form of a working task at the end of each unit

 The researcher assessed and measured the students achievement through different pre and post assessments, that all reflected a positive change. Through personal observation, co-workers comments and journal entries, he noted that the students acted more enthusiastically about this approach. After the study all students showed an interest in social studies.

 He noticed that in the beginning, students had a strong desire to turn any task into a story. But after the study they became aware of the fact that different tasks demanded different texts.

Students were actively participating and using writing to perform the tasks.

Do not turn genre instruction into formulaic type in which students are simply instructed to manipulate certain features. They must learn to respond to the informational and organizational demands at various settings.

Thank You for Your Attention