Abstract
The purpose of this study was to design a instruction of thesis genre education for foreign graduate students accounting for largest portion of academic writings. For the purpose, After reviewing major theories by Swales(1990) such as genre concept, moves and steps, genre analysis, and CaRS model and considering the curriculum of domestic graduate school curriculum, principles of instructional design were derived. In this process, acknowledging criticism that the major theories by Swales(1990) are merely applied in a guiding role in the pre-instructional stage the tasks were used to ensure that the major concepts by Swales(1990) are applied throughout the lecture. The tasks included genre analysis of theses by seniors, genre analysis of journal articles from high-rank academic journals, genre analysis of one’s own theses, and discussion for Discovery Learning. These tasks were designed to help them to understand genre-specific features of specific academic writing such as rhetorical organization and lexico-grammatical features of thesis. It is hoped that active research on writing and education that satisfies the needs of foreign graduate students will help ‘creating a gap of study’ and improving the quality of texts. (Dongguk University)
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