HOW DID YOUR PREVIOUS

ENGLISH TEACHERS TEACH

YOU WRITING?
 A Genre-Based
Approach to Content
Writing Instruction
Randi Reppen

Presentation by:
Samantha Louise R. Carimpong
What is Genre?
“Genre” refers not only to types
of literary texts but also to the
predictable and recurring
patterns of everyday, academic
and literary texts occurring within
a particular culture (Hammond
and Derewianka, 2001).
What is Genre-BASED
APPROACH?
A genre-based approach placed
great emphasis on the
relationship between text-genres
and their contexts (Hyon, 1996).
What is Content-Based
Instruction?
Content-Based Instruction is
an approach to language
teaching that focuses not on
the language itself, but rather
on what is being taught
through the language.
01.
INTRODUCTION
The Background of the Study
INTRODUCTION
Writing research has shown
that students need to be
exposed to and have practice
with various genres in addition
to narrative writing.
INTRODUCTION
Since the 1980s, researchers have
been looking at the use of written
language in elementary school
classrooms.
INTRODUCTION
Poynton (1986) explored the types
of writing elementary students do
and highlights the importance of
helping the students in learning
different writing purposes.
INTRODUCTION
There has been an occasional
excess on emphasizing process
approach to writing.
INTRODUCTION
The teachers should provide
students the language to talk
about texts.
INTRODUCTION
The unit that the researcher
developed combined both
functional approach to language
with the current emphasis on
content-centered instruction.
INTRODUCTION
The lessons are based on two
concepts:
1. scaffolding or apprenticeship
2. student awareness on the
interaction between the
organization of information and
the purpose of text
02.
THE STUDY
The Setting and the Respondents
03.
THE UNIT
The Execution
 CONSISTENCY PROGRESSION
Each section of The progression of
the unit the genre forms
followed a was narrative,
descriptive,
similar pattern persuasive, and
of instruction expository.
 Rationale Behind the
Progression
Progress from the Follow a content-
genre that driven framework
students are most for introducing
familiar with to material
the least familiar
 Integration of
Genre
Knowledge
Particular attributes
of each genre were Both language
discussed and knowledge and
genre social studies
characteristics were knowledge were
compared and used in this unit.
contrasted.
04.
Results and
discussion
The Outcome of the Study
 RESULTS AND DISCUSSION

Mastery in content Students experienced

material while gaining an active learning
greater skill with process
various school-valued
ways of writing
 RESULTS AND DISCUSSION

Joint text construction Students had a strong

on an overhead desire to turn any task
projector was one of into a story.
the most beneficial
aspects of this study.
 OVERALL CONCLUSION
“This approach may offer ESL
students valuable practice in
various school-valued ways of
writing while they learn content
material and work through steps
in the writing process.”
Questions?
 REFERENCES
● Reppen, R. (2002). A Genre-Based Approach to Content Writing Instruction. In J.
Richards & W. Renandya (Eds.), Methodology in Language Teaching: An
Anthology of Current Practice (Approaches and Methods in Language Teaching, pp.
321-327). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667190.045
● Bio, B. (n.d.). Content Based Instruction. Retrieved from
https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/conte
nt.html#1
● Tuan, L. T. (2011). Teaching Writing through Genre-based Approach. Theory in Practice in
Language Studies, 1(11), pp. 1471-1478. doi:10.4304/tpls.1.11.1471-1478
 THANKS!
Any more questions?
You canCREDITS:
find me on:
Facebook (mssamanthalouise)
This presentation template was created by Slidesgo,
including icons by Flaticon, and infographics &

E-mail (carimpong.slr@pnu.edu.ph)
images by Freepik.
Please keep this slide for attribution.