Genre Pedagogy Research Articles

Implementation of Knowledge Sharing in Learning to Write Essay Through Genre Based Approach

The aim of this research is to obtain an overview of improving essay-writing skills through implementing knowledge sharing in the genre pedagogy approach (Genre Based Approach) in The Indonesian Language and Literature Education Study Program at higher education. The research design uses quantitative methods (pretest posttest design) and qualitative data in the form of student responses to applied knowledge sharing. The research sample consisted of 20 students who took part in writing lessons. The data obtained is in the form of essay texts based on the stages of guided construction, independent construction in the form of average scores on the pretest and posttest. The results of the research are test scores with an average of 75.1 and at posttest 85.3. The results of the second research are the percentage of responses via Google Form (as a form of implementation of the socialization of 'tacit knowledge' to externalization' resulting in construction products, both joint and independent construction. Through the application of knowledge sharing and genre pedagogy, it appears that the student response is that knowledge sharing can stimulate critical thinking, sharing knowledge creates learning outcomes products, accommodating the implementation of joint construction as part of the genre-based approach stage, with a high response.

Using drama to enrich a genre-based pedagogy for teaching academic writing across content areas

Drama has the potential to enrich and enliven established approaches to literacy learning, engaging students and expanding their possibilities for meaning-making. Drama-rich pedagogy is well-established as an effective tool in supporting language and literacy development. However, research to date has not explored the possibilities of using drama to enrich established genre-based approaches to teaching writing. This article reports on findings from an interventionist case study in an Australian primary school examining how a Year Three/Four teacher used drama-rich pedagogy to support students’ academic writing of a scientific explanation text. The findings indicate three key pedagogical benefits of employing drama to build conceptual understandings of the field of study and relevant academic language as part of a genre-based pedagogy for teaching writing. Firstly, drama experiences can make visible students’ prior knowledge of a topic, allowing teachers to identify, interrogate and transform students’ misconceptions through reflective dialogue on embodied experience. These embodied and interactive experiences also support the development of shared understandings of key concepts and language. Finally, drama experiences provide embodied and interactive contexts in which students can move from common sense to more abstract/technical understandings of the topic of study which they can apply in writing their own texts. In sharing these findings, this article aims to illustrate how drama can be used to develop the conceptual and linguistic understandings required by genre pedagogy in engaging, embodied ways that draw productively on the diverse resources that students bring to their learning.

Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia

Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants’ texts were analyzed using genre analysis. The analysis results were triangulated to obtain valid findings. The results show that scaffolding, explicit teaching, and customized teaching stages could help develop the participants' writing skills. Then, the participants’ texts followed the schematic structure of the academic genre and implemented relevant linguistic features. These findings provide insight into how genre-based academic writing activities could enhance public school teachers' writing skills who are adult learners, an area with scant research. Furthermore, it is proposed that this methodology be applied across different regions and abroad to better assess its effects on the professional growth of teachers.

ĐỔI MỚI DẠY HỌC CÁC TÁC PHẨM KÝ Ở TRƯỜNG PHỔ THÔNG THEO CHƯƠNG TRÌNH NGỮ VĂN 2018

In the 2018 Literature Curriculum, literary works belonging to the essay genre are taught at both school levels: middle school and high school. The essay genre includes various genres/sub-genres, which are incorporated into textbooks at different levels as follows: travel essays (grade 6); personal essays, prose pieces, narrative essays (grades 7 and 11); reportage, memoirs, diaries (grade 12). Related concepts are frequently mentioned, such as narrative essays, lyrical essays, lyrical quality, fiction and non-fiction, authorial voice, etc. This article delves into the characteristics of the 2018 Literature Curriculum in general, and the essay genre teaching program in particular, examining the teaching of essays in schools, identifying principles, and suggesting directions for innovating and improving the quality of teaching essay works included in the 2018 Literature Curriculum. Keywords: Essay eenre; 2018 Literature Curriculum; teaching essay genre; high schools.

Genre-Based Instruction of English Reading in a Polytechnic University

The goal of genre-based instruction is to prepare students for success by continuously developing their English reading proficiency and expertise, allowing them to excel at a higher level. Genre-Based instruction "GBI" refers to teaching language based on the results of genre analysis in written and spoken form. This study examined the application of genre-based instruction in reading and comprehension classes in polytechnic universities in China. A mixed approach was adopted to fulfil the aim of this study, including different data collection approaches, such as questionnaires, quizzes, and semi-structured interviews. The quantitative study involved 100 students (control group: n = 50, experimental group: n = 50). Meanwhile, interviews were conducted with ten students from the experimental group in the qualitative study. The study findings demonstrate that genre-based instruction could improve students' reading proficiency and support the reading lessons in particular genres, contributing to significant practical implications. Students in the experimental group used headings, diagrams, and other information to predict the text content before reading, identified detailed information through scanning and searching, and summarised the main idea of passages and articles through genre teaching. Resultantly, students' reading efficiency improved, allowing them to quickly grasp the main idea of the text and correctly answer different questions, such as reasoning, judgment, and main idea.

Model pedagogi genre untuk mengembangkan keterampilan membaca pemahaman bahasa indonesia di sekolah dasar

This study aims to describe of genre pedagogy learning model on Indonesian language comprehension in elementary school. This research uses literature study method with descriptive analysis technique. In this study, researchers sought data from the number or relevant books on genre pedagogy learning model and reading comprehension in Indonesian language in elementary school. Genre pedagogy is a text-based learning model based on a teaching and learning cycle where teachers provide guidance and interaction to learners before learners create texts independently. In practice, this genre pedagogy is implemented using four stages, namely the initial stage of Building Knowledge, the second stage is modelling, the third stage is joint construction and the last stage, namely independent construction. The application of the genre pedagogy model can indirectly motivate learners to utilize various learning resources around them in reading comprehension, especially when learners build their own understanding.

Training Future Teachers in Genre Pedagogy: Does it Improve their Written Texts?

Recently, there has been growing interest in studying the factors affecting the development of academic writing competences of university students in different disciplinary areas. Less attention, however, has been devoted to the influence on this phenomenon of the specialised training students receive, even in undergraduate and postgraduate teacher training programmes where models of writing development are analysed and implemented. In this paper we measure the effect on the writing of 22 students in the Bachelor´s Degree in Primary Education of the knowledge of the genre pedagogy in the Reading to Learn model, based on Systemic Functional Linguistics. For this purpose, two groups of students in the subject Spanish Language Didactics wrote a descriptive report or an anecdote before and after a didactic intervention. From the 82 participants, texts by 11 from each group were selected. The 44 texts were evaluated by applying a scoring scheme with 8 items (rated from 1 to 4) covering features from genre to clause level, following the field, tenor and mode components established by Systemic Functional Linguistics. The statistical study shows post-intervention improvements in all the variables analysed. The Wilcoxon test shows these were significant for the narrative texts (TN1: 23.36; TN2: 30.91), but not for the informative ones (TED1: 25.20; TED 32:26).

THE ABILITY OF STUDENTS AT THE TERTIARY LEVEL OF EDUCATION TO APPLY RELEVANT MOVES AND CONTENT IN JOB APPLICATION LETTERS

This paper presents an analysis of 22 job application letters written by students at the level of Master’s studies. The letters were analyzed regarding their structure, i.e. the moves they contained and their content, in order to determine whether students are able to write effective job application letters. When analyzing the documents, the main emphasis was put on the issues students had regarding the structure and content – the type of information included in each move. The small-scale research we conducted is mostly descriptive and qualitative with some quantitative data as well. The conclusions reached indicate that students are well aware of the correct structure of this type of document, but there is still room for significant improvement in terms of the content and the means to connect their skills to the requirements and present themselves in the best way possible. The findings reveal the necessity of explicit genre teaching with the focus on formal register and the ways in which applicants could attract potential employers.

METHODOLOGY OF TEACHING GENRES OF MEDIA LANGUAGE STYLE IN THE MEDIA

This article talks about the fact that today the ability to select and correctly evaluate information in the world's mass media is becoming relevant, and it is necessary to develop media literacy skills and habits from childhood so that consumers can critically analyze mass media.

Conceptualizing Corpus-Based Genre Pedagogy as Usage-Inspired Second Language Instruction

Abstract Corpus-based genre pedagogy (CBGP), the instructional integration of discourse-based rhetorical analysis and corpus-based linguistic analysis of diverse genres, has gained attention from English for Academic Purposes (EAP) researchers and practitioners aiming to cultivate the academic writing skills of second language (L2) learners. This has led to a need for the continuous conceptualization of CBGP (Lu, Xiaofei, J. Casal Elliott, and Yingying Liu. 2021. “Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy.” International Journal of Computer-Assisted Language Learning and Teaching 11 (1): 59–71). Additionally, usage-based approaches to L2 acquisition (U-SLA), a collection of cognitive and potentially sociocognitive theoretical approaches to language and language acquisition (Ellis, Nick C., Ute Römer, and Matthew Brook O’Donnell. 2016. Usage-Based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations. Malden: Wiley-Blackwell; Wulff, Stepanie, and Nick C. Ellis. 2018. “Usage-Based Approaches to Second Language Acquisition.” In Bilingual Cognition and Language: The State of the Science across its Subfields, edited by D. Miller, F. Bayram, J. Rothman, and L. Serratrice, 37–56. Amsterdam: John Benjamins Publishing Company), have called for more pedagogically oriented research informed by usage-based principles (e.g., Tyler, Andrea E., Hae In Park, Mariko Uno, and Lourdes Ortega, eds. 2018. Usage-inspired L2 Instruction: Researched Pedagogy. Amsterdam: John Benjamins Publishing Company). Responding to such calls, we argue for conceptualizing CBGP as usage-inspired instruction given its intersections with key U-SLA instructional tenets. We first systematically review empirical studies on CBGP. Then, we introduce relevant U-SLA instructional tenets and interpret the CBGP studies to illuminate the extent to which CBGP resonates with different aspects of the U-SLA tenets. Eventually, we argue that CBGP can potentially unify the “social” and the “cognitive” in U-SLA’s accounts of L2 teaching and learning, making it a feasible way to materialize usage-inspired L2 instruction in actual classroom practice. Finally, we discuss future research and practical directions.

Student writing in the engineering curriculum: discursive rhetorical model of the laboratory report genre in Spanish.

The laboratory report is a widely used genre in the academic training process in civil computer engineering. Students produce this genre in the university classroom for diverse academic and professional purposes. Despite its relevance, empirical rhetorical-discursive descriptions of the value of student writing are still scarce in Spanish. Thus, we describe the rhetorical-discursive organization of the laboratory report genre in this subdiscipline. To fulfil this purpose, we followed a methodological design based on Swalesian Genre Analysis and used a corpus of ninety-eight texts. The sample was collected in a self-compiled form through consultation with teachers and students in the university classroom. The application of this method allowed us to determine the macro-moves, moves, and rhetorical steps of the genre, its communicative functions, and textual features. The resulting rhetorical model consisted of four macro-moves, twelve moves and seventeen steps. This model shows the highly dynamic and mesogeneric nature of this genre, the new functions of multimodal artefacts, and the genre's presence across the curriculum. To know about the teachers' and students' views on the process of training professional writers in engineering, the rhetorical model was complemented with an ethnographic phase (in the terms proposed by Swales: corroboration process with a couple of members of the community) before and after collecting the textual corpus. Finally, the implications for genre theory, Spanish language theory and pedagogy of the Spanish language and genre pedagogy are discussed.

Pelatihan penerapan assessment as, for, of learning berbantuan gamifikasi di Sekolah Menengah Pertama Negeri Kabupaten Garut

This commitment in the form of training is motivated by the professional competence of teachers in the development of learning assessments. The assessment functions as a teacher's effort to be able to find the advantages and disadvantages of the learning process that is being implemented or that has been implemented. However, there are still many teachers who consider the assessment process to be only a formality. The assessment is not authentic, or the teacher gives conventional assessments, which tend to be carried out only to measure graduate learning outcomes, as if the assessment were separate from the learning process, without paying attention to assessments that can improve student competency during the learning process. Under these conditions, teachers need an assessment approach that is used in learning. This training aims to train teachers in developing an assessment of learning (AafoL) model through a gamification-assisted genre pedagogy approach. The training was held at the MGMP Indonesian Middle School, Garut Regency, West Java, at SMPN 2 Cibiuk, Garut Regency. The training uses methods: tutorial, workshops, structured assignments, and consultations. As a result, the teacher can have a basic understanding of assessment and its application in learning Indonesian. The teacher can compose HOTS-based Indonesian questions and provide good assessments.

Identity position and pedagogical agency negotiation in teaching EAP writing: A case study

In language education, little classroom-based research has been conducted regarding novice teachers of English for academic purposes (EAP), and even less on teaching EAP at graduate level and on graduate teaching assistants (GTAs), a significant but overlooked teacher population at universities. Thus, this ethnographic case study focuses on the exploration of a GTA’s self-positioning in a graduate-level EAP composition class, with which he was unfamiliar as he taught it for the first time. Classroom field notes, audio-recordings, and interviews, in addition to supportive data, were collected and analysed through the lens of positioning and agency. The analysis of the data revealed that the teacher took up three core identity positions: a considerate teacher of English as a second language (ESL), an experienced and knowledgeable researcher, and a limited writing teacher. The findings further indicated that the possession of or the lack of knowledge on research, EAP writing, students, and genre pedagogy influenced the teacher’s agency in constructing identity positions and making pedagogical decisions. The study contributes to the limited investigation of EAP research and further explores the relationship among teacher knowledge, identity positions, and pedagogical agency. The study bears implications for the teaching of EAP writing and professional training.

Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context

In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.

A novel multi-dimensional analysis of reply, response and rejoinder articles: When discipline meets time

The purpose of this study is to profile the genre of reply, response, and rejoinder articles (3R) on a corpus of 480 texts sourced from the disciplines of History, Linguistics, Biology, Psychology, Chemistry, Physics, Politics, and Economics. A novel multi-dimensional model based on 124 linguistic features was developed on five functional dimensions: i. Literate vs. oral production, ii. Non-technical stance vs. specialized informational density, iii. Ethos-oriented non-narrative vs. logos-oriented narrative concerns, iv. Elaborated persuasion, and v. Overt expression of evaluation. The findings concerning disciplinary and diachronic variations across dimensions suggest: i. provided that 3R articles are heavily stance-loaded, relatively informative, and eloquently persuasive forms of academic discourse in nature, the genre of 3R in soft disciplines is literal, non-technical attitudinal, ethos-oriented non-narrative, elaborately persuasive and overtly evaluative, whereas it is oral, specialized information-dense narrative, logos-oriented persuasive and evaluative in hard disciplines; ii. the dimensions of evaluation, informativeness, and persuasiveness are the functional constants of the 3R genre across disciplines and time, despite significant discrepancies detected in the functional representation of oral/literate style and elaborated persuasion. These findings are relevant to the study of disciplinary rhetoric and may contribute to advanced genre pedagogy in EAP, ESP and EPP studies.

Use of Genres: Classroom Teaching Frequency and Usefulness in the Workplace.

Genres are integral to and critically important for any ESP writing course. As part of the needs analysis to design an ESP writing course, classroom teaching frequency and professional usefulness of writing genres for engineering students were matched and correlated. The four groups comprising students, teachers, operational and managerial engineers were compared in terms of their responses to the teaching and usefulness of genres. Accordingly, post hoc analysis was carried out, and means were compared wherever the differences were found to be significant. It has been established through this research that needs analysis of all the important stakeholders- students, professional engineers, teachers – should be done because there are gaps in their respective perceptions regarding the use of genres in an ESP course and through such a triangulated assessment, the gaps can be minimized.

Orientasi Pembelajaran Bahasa Indonesia pada Era VUCA

The purpose of this research is to describe the use of the Problem Based Learning model in Indonesian Language Learning in the Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) era. VUCA is a condition that shows rapid, unpredictable, uncertain, complex, and unpredictable changes in various fields, especially education. In this study used the method of literature study. The data analysis techniques used were (1) Examining VUCA and its possible problems and solutions in learning Indonesian, (2) Examining various components in learning Indonesian that might be a solution to the problems encountered in learning Indonesian, (3) Determine components that have great opportunities as solutions to overcome problems in the VUCA era, namely learning models because in the use of learning models other learning components can be integrated. (4) Synchronization between the characteristics of the problems that might arise in the VUCA era, general learning principles (scientific approach), specific principles of Indonesian language learning (genre-based approaches, genre pedagogy, and Content Language Integrated Learning -CLIL), use of ICT, HR demands XXI century, character that must be built or internalized, and independent learning, and (5) Designing synchronization results in the form of material content and activities to be carried out in PBL steps. The results of the research are in the form of a PBL model design in Indonesian language learning in the VUCA era that collaborates and integrates general learning principles, Indonesian language learning principles, the demands of 21st century human resources, ICT, the character that students must have, independent learning in PBL steps to achieve learning objectives that have been set.

Advancing Civics-specific Disciplinary Writing in the Elementary Grades issue

Students need support through intentional writing instruction to develop their discipline-specific writing skills outside of Language Arts. Yet, we argue not all writing instruction provides the same opportunities for student learning. In this study, with the support of professional development, teachers engaged students in civic perspective-taking through writing, focusing on locally relevant public issues. Drawing from disciplinary literacy and genre pedagogy, our research team conducted a descriptive study where thematic analysis was applied to examine second and third graders’ civics writing samples. Our findings indicate that students’ engagement with key civic concepts became more complex and purposeful as they practiced argumentative writing. Development continued from second to third grade in both the sophistication of their civic perspective-taking as well as their writing. Additionally, we found that student motivation to engage in argumentative writing increased in all classrooms across both grade levels when engaging with locally relevant public issues. This article provides details about the elementary civics writing curriculum and the students’ writing outcomes as well as includes the two graphic organizers used in the curriculum.

Building knowledge about language for teaching IELTS writing tasks: A genre-based approach

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.

From the personal and private to the community and public

Abstract This paper reports on the adaptation of Sydney School genre pedagogy’s Teaching Learning Cycle for the design of a workshop that aims to encourage disability support workers and their managers to think more expansively about the people with intellectual disabilities they work with and support. The paper introduces the pedagogy and its theoretical underpinnings as well as the two fields of knowledge that are drawn on in the workshop: person-centred care and positive behaviour support. It then details the design and implementation of the workshops and finishes with some evidence of the workshop’s initial impact on workers and the disability organisation’s support of people living with disability.