TASK 1

SOURCING AND
PRESENTING
INFORMATION

1
st
Article Genre Based Approach: Theories, Lesson plan and
Teaching Simulation
Source:
https://www.academia.edu/4743498/Genre_Based_Approach_Theories_Lesson_pla
n_and_Teaching_simulation
Definition of Genre-Based Approach

Definition
A technical term
for a particular
instance of a text
type.
A term for grouping
texts together,
representing how
writers typically use
language to respond
to recurring
situations.
A purposeful, socially
constructed oral / written
communicative event (eg:
narrative, poem). Different
genres are characterized by
a particular structure / stage
and grammatical forms that
reflect the communicative
purpose of the genre.
An organizing concept
for our culture
practices, any field of
genres constitutes a
network of contrasts
according to a variety
of parameters.
Genre is a place
occasion,
function,
behaviour and
interactional
structure.
Competence involves
knowing the
appropriateness principle
for any genre, the kind of
margin you have with it,
being able to vary it,
knowing how to shift from
one to another and how
many factirs would be
involved in any such shift.
The schematic
structure of a
text which
helps it to
achieve its
purpose.
Stages in Teaching / Learning Cycle in Genre-Based Approach



Building the
context
Student are introduced to the social context of an authentic model of
the text-type studied.
Students explore features of general cultural context in which the text-
type is used and the social purposes the text-type achieves.
Students explore the immediate context of situation by investigating the
register of a model text which has been selected on the basic of the
course objective and learner need.
Modelling and
deconstructing
the text
Students investigate the structural pattern and language feature of the
model.
Students compare the model with other examples of the text-type.
Joint construction
of the text
Students begin to contribute to the construction of the whole examples
of the text-type.
Teacher gradually reduces the contribution to text construction, as the
students move closer to being able to control the text-type
independently.
Independent
construction of
the text
Students work independently with the text.
Students' performances are used for achievement assessment.
Linking to related
text
Students investigate what they have learnt in this learning cycle can be
related to other texts in the same or similar contexts and future or past
cycles of teaching and learning.
2
nd
Article Genre-based Approach to Teaching Writing
Source:
http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200680TWPf
all06/07Kim_Genre.pdf

Definition of Genre Approach to Teaching Writing



a framework for language instruction
Definition of Genre
Approach to Teaching
Writing
D
e
f
i
n
i
t
i
o
n

o
f

G
e
n
r
e

A class of communicative events, the members of which share some set of
communicative purposes.
A staged, goal-oriented, purposeful activity in which spokers engage as
members of their culture.
Control a set of communicative purposes within certain social situations and
that each genre has own structural quality according to those communicative
purposes.
Differences between the Process Approach and Genre Approach
Process Approach Genre Approach
Steps or stages are illustrated and practiced
from the generation of ideas and
compilation of information through a series
of activities.
Knowledge of language is intimately
attached to a social purpose, and more focus
is on the viewpoint of the writer.
Assumes that writing proficiency takes place
only with the support of repeated exercise of
the same writing procedures.
Learning takes place through imitation and
exploration of different kinds of models.
Stages: Planning, Gathering information,
Drafting, Revising and Editing.
Stages: Modelling, Joint negotiation of text
by learners and teacher, independent
construction of text by learners.

Benefits of Genre Approach

Benefits of
Genre
Approach
Students
appreciate the
models or
examples
showing
specifically what
they have to do
linguistically
Brings together
formal and
functional
properties of
language in
writing
instruction
Acknowledges
the strong
relationship
between formal
and functional
properties of
language
Encourage students to
participate in the world
around them,
comprehend writing as
a tool that they can
utilize, and to realize
how writers manage
content to promote
logical organization
Allows students to
become more
flexible in their
writing and realize
how authors
organize their
writings
Problems of Genre Approach


Problems of
Genre
Approach
Underestimates the
skills required to
produce content
Places too much
emphasis on
conventions and genre
features
Neglects students'
self-proficiency
3
rd
Article A Process Genre Approach to Teaching Writing
Source: http://203.72.145.166/ELT/files/54-2-6.pdf
Stages in Product Approach





Familiarization
Controlled Writing
Guided Writing
Free Writing
to make learners aware of certain
features of a particular text
Familiarization
learners practise the skills with
incresing freedom
Controlled Writing
learners practise the skills with
incresing freedom until they are ready
for the free writing section
Guided Writing
learners use the writing skill as part of a
genuine activity (eg: letter, story, essay)
Free Writing
Stages in Process Approach





Prewriting
Composing/Drafting
Revising
Editing
Brainstorm their ideas. Prewriting
Select and structure the result of
brainstorming to provide a plan.
Composing/Drafting
Revise the first draft working
individually or in groups.
Revising
Edit or proof-read the text. Editing
Genre Approaches



Genre
Approaches
emphasize that
writing varies
with the social
context in which
it is produced
the central
aspect of
situation is
purpose
genres are influenced
by subject matters,
relationships between
the writer and the
audience and the
pattern of
organization
concerned with
knowledge of
language, as
being tied
closely to a
social purpose
Disadvantages of the Approaches

Advantages of the Approaches



Process Approach
favours middle-class
students
assumes all writing as
being produced by the
same set of processes
give insufficient
importance to the
kind of texts writers
produce and why such
texts are produced
offer insufficient
input, particularly in
terms of linguistic
knowledge
Product Approach
process skills are given
a relatively small role
Knowledge and skills
that learners bring to
the classroom are
undervalued

Genre Approach
its narrow focus on
language and text
its lack of instructional
and disciplinary
contexts in which
texts are constructed
undervalue the skills
needed to produce a
text
sees learners as
largely passive
Process Approach
recognize the need for
learners to be given
linguistic knowledge
understand that
imitation is one way
that people learn
Product Approach
understand the
importance of the
skills involved in
writing
recognize that what
learners bring to the
writing classroom
contributes to
development of
writing ability

Genre Approach
acknowledge that
writing takes place in
a social situation and
is a reflection of a
particular purpose
understand that
learning can happen
consciously through
imitation and analysis




TASK 2

LESSON PLAN AND
TEACHING LEARNING
RESOURCES



TASK 4

WRITTEN REFLECTION

REFERENCES

Miyoun (Sophia) Kim. Genre-Based Approach to Teaching Writing. Retrieved 26
August 2014, from
http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200680TWPf
all06/07Kim_Genre.pdf

A process genre approach to teaching writing Richard Badger and Goodith White.
Retrieved 26 August 2013, from
http://203.72.145.166/ELT/files/54-2-6.pdf

Citra Abadi. Genre Based Approach: Theories, Lesson plan and Teaching simulation.
Retrieved 27 August 2014, from
https://www.academia.edu/4743498/Genre_Based_Approach_Theories_Lesson_pla
n_and_Teaching_simulation