Kelly-Laubscher, Roisin F. Muna, Natashia and van der Merwe, Mathilde 2017. Using the research article as a model for teaching laboratory report writing provides opportunities for development of genre awareness and adoption of new literacy practices. English for Specific Purposes, Vol. 48, p. 1.
Wette, Rosemary 2017. Using mind maps to reveal and develop genre knowledge in a graduate writing course. Journal of Second Language Writing, Vol. 38, p. 58.
Cotos, Elena Huffman, Sarah and Link, Stephanie 2017. A move/step model for methods sections: Demonstrating Rigour and Credibility. English for Specific Purposes, Vol. 46, p. 90.
Parkinson, Jean Mackay, James and Demecheleer, Murielle 2017. Situated Learning in Acquisition of a Workplace Genre. Vocations and Learning,
Aryadoust, Vahid and Riazi, Mehdi 2017. Future directions for assessing for learning in second language writing research: epilogue to the special issue. Educational Psychology, Vol. 37, Issue. 1, p. 82.
Aryadoust, Vahid and Riazi, Mehdi 2017. Role of assessment in second language writing research and pedagogy. Educational Psychology, Vol. 37, Issue. 1, p. 1.
Noroozi, Omid Biemans, Harm and Mulder, Martin 2016. Relations between scripted online peer feedback processes and quality of written argumentative essay. The Internet and Higher Education, Vol. 31, p. 20.
Zhang, Lawrence 2016. Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, Vol. 39, Issue. 3, p. 203.
Yan, Pengfei 2015. Feasibility Research on an EAP Course for Science and Engineering Students in China. Theory and Practice in Language Studies, Vol. 5, Issue. 12, p. 2497.
Negretti, Raffaella 2015. Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students. Applied Linguistics, p. amv051.
Johns, Ann M. 2015. Moving on from Genre Analysis. Journal of English for Academic Purposes, Vol. 19, p. 113.
Schneer, David 2014. Rethinking the Argumentative Essay. TESOL Journal, Vol. 5, Issue. 4, p. 619.
Lo, Hsiang-Yee Liu, Gi-Zen and Wang, Tzone-I 2014. Learning how to write effectively for academic journals: A case study investigating the design and development of a genre-based writing tutorial system. Computers & Education, Vol. 78, p. 250.
Muñoz-Luna, Rosa and Taillefer, Lidia 2014. A mathematical model for academic genre awareness: Writer’s metalinguistic knowledge in English L2 writing. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Vol. 27, Issue. 2, p. 469.
Wette, Rosemary 2014. Teachers' practices in EAP writing instruction: Use of models and modeling. System, Vol. 42, p. 60.
Gardner, Sheena and Nesi, Hilary 2013. A Classification of Genre Families in University Student Writing. Applied Linguistics, Vol. 34, Issue. 1, p. 25.
Bunch, George C. and Willett, Kara 2013. Writing to mean in middle school: Understanding how second language writers negotiate textually-rich content-area instruction. Journal of Second Language Writing, Vol. 22, Issue. 2, p. 141.
Kuteeva, Maria 2013. Graduate learners’ approaches to genre-analysis tasks: Variations across and within four disciplines. English for Specific Purposes, Vol. 32, Issue. 2, p. 84.
Genre, the most social constructivist of literacy concepts, has been theorized and variously applied to pedagogies by three major ‘schools’: the New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics. In this paper, I will discuss my long, and ongoing, search for a pedagogy drawn from genre theories for novice academic students. With others, I am trying to find or develop an approach that is coherent and accessible to students while still promoting rhetorical flexibility and genre awareness. I will first define and problematize the term genre. Then, I will briefly discuss what each of the three genre ‘schools’ can offer to novice students – as well as their pedagogical shortcomings. Finally, I will suggest two promising approaches to teaching genre awareness: learning communities and ‘macro-genres’.
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