Abstract
In this article I describe the steps I took in making curriculum decisions and creating instructional materials for an academic writing course in an English-as-a-foreign-language context. The purpose is to share this pedagogic experience with second-language teachers who, like myself, have had to face the responsibility and challenge of creating and applying genre pedagogies in response to the specific needs of their audiences. The proposed pedagogic cycle developed to address the academic writing needs of a group of Spanish-speaking students learning English is described in detail. The aim of this description is to show how the cycle was built by drawing upon different theoretical orientations, namely, Systemic Functional Grammar, Genre Theory, and Input-processing Theories of second-language acquisition.
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