Asking the right questions: Demystifying writing assignments across the disciplines

Caplan, Nigel A.

doi:10.1016/j.jeap.2019.100776

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Genre-based teaching allows students to recognise, describe and create within discipline-specific genres and also to identify how language use varies both across disciplines and within genres themselves, for specific purposes. The development of this kind of metacognitive ability through genre awareness is particularly valuable to L2 university students (Caplan, 2019;Negretti & McGrath, 2018).…”

Section: Genre-based Teachingmentioning

confidence: 99%

Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context

Morgan

Thomas

2022

EFLIJ

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University students studying English as a Foreign Language (EFL) are required to read and write specialised academic genres. Genre-based pedagogy, developed from Systemic Functional Linguistics (SFL), teaches lexicogrammar and structure of these genres in context. The present study taught the structural staging of exposition and discussion genres to 17 students over a ten-week program, using the Gradual Release of Responsibility (GRR) framework. Pre- and post-instruction essays were collected. Results show that, post-intervention, students preferred the structurally complex discussion genre when responding to a short essay question. There was a small improvement in the use of main genre stages, while the use of generic sub-stages showed the most improvement. Students’ pre-instruction use of main staging suggested some familiarity with argument genres from previous EFL learning, although incidences of sub-stage crossovers and repeated sub-stages in the pre-instruction essays showed a lack of detailed understanding of the genres’ structure. Post-intervention, such crossovers reduced significantly and, regardless of the genre of the final essay, use of sub-stages was appropriate and accurate. The results suggest that a targeted, short-term program helped students understand and use appropriate persuasive generic structures in short academic essays suitable for standardised English tests. Implications for future studies and teaching programs are discussed.

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Section: Genre-based Teachingmentioning

confidence: 99%

Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context

Morgan

Thomas

2022

EFLIJ

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“…Although the preferred academic literacies approach is based on "talk around text", or the ethnographic information provided by writers about the circumstances and trajectories of their writing (Lillis & Curry, 2018), genre, discourse and corpus-based analysis can also contribute valuable insights into how meanings are constructed and power relations reflected in a text, especially according to an integrated approach taking into account readers' questions and criticism (Wingate & Tribble, 2012). The analysis of written feedback on students' assignments can help transform relationships of authority into a more equal dialogic exchange where students are allowed to challenge their tutors and adopt "alternate modes of argumentation and reasoning" (Canagarajah, 2002, p. 296); likewise, a close reading of reviews and editors' letters could help foreground some of their hidden functions (see Caplan, 2019) with a view to demystifying and subverting the asymmetrical relationships they convey, or "making visible ideologies of text production and evaluation systems" (Lillis & Curry, 2010, p. 161).…”

Section: C) Analysing Texts and Contextsmentioning

confidence: 99%

From Academic Literacies to International Publishing: The Postgraduates’ Road Map

Pennarola¹

2022

IJEL

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Normative approaches to academic writing have mostly focused on the linguistic and discursive aspects of student writing, from text organization and lexicogrammatical correctness to cohesion, coherence and style. In contrast, the academic literacies approach regards writing not simply as a set of skills but as a significant part of the students’ learning process that enables them to develop their own voice, in opposition to well-established academic conventions and institutional constraints. The present paper outlines the old and new directions of the academic literacies agenda in relation to English-medium academic publishing, and explores some of the aspects that could be prioritized to give equal opportunities for publication to junior researchers based in Italy. In particular, the reflective assignments of the postgraduate students at the University of Napoli Federico II and a doctoral students’ survey on writing for research publication were used to investigate their major concerns over practical and ideological issues. The findings also suggest a way of providing novice researchers with a rewarding writing experience throughout their academic careers.

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Exploring genre-based EN<>IT specialised translation training and its effects on self-efficacy

Latorraca

2024

The Interpreter and Translator Trainer

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Asking the right questions: Demystifying writing assignments across the disciplines

Cited by 3 publications

References 14 publications

Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context

Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context

From Academic Literacies to International Publishing: The Postgraduates’ Road Map

Exploring genre-based EN<>IT specialised translation training and its effects on self-efficacy

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