Skip to main content
×
×
Home

Integrating process and genre into the second language writing classroom: Research into practice

  • Juval V. Racelis (a1) and Paul Kei Matsuda (a2)
Abstract

The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to incorporate such research into their own classrooms. This paper describes how one teacher, Juval, encountered the research on process- and genre-based pedagogies and negotiated his understanding of this research into his practice. Alongside Juval's voice is the voice of a teacher educator, Paul, setting these frameworks in the context of larger developments in the field of L2 writing. Their discussion takes Juval from his initial view of writing as a grammar-elicitation task to his resort to research for answers to the complex needs of his students. With further support from colleagues, Juval reaches a place where the two pedagogies are not only reconciled but work together to prepare his students for their writing tasks. His narrative chimes with the experience of many L2 writing teachers and should inspire novice and experienced teachers to reflect on their relationship with theory and research.

Copyright
References
Hide All
Berlin, J. A. (1988). Rhetoric and ideology in the writing class. College English 50, 477494.
Blanton, L. L. & Kroll, B. (with Cumming, A., Erickson, M., Johns, A. M., Leki, I., Reid, J. & Silva, T.) (2002). ESL composition tales: Reflections on teaching. Ann Arbor, MI: University of Michigan Press.
Brière, E. J. (1966). Quantity before quality in second language composition. Language Learning 16, 141151.
Casanave, C. P. (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship: (But should it be called ‘post-process’?). Journal of Second Language Writing 12, 85102.
Elbow, P. (1999). Research in defense of private writing: Consequences for theory and research. Written Communication 16.2, 139170.
Ellis, R. & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition 26.1, 5984.
Erazmus, E. T. (1960). Second language composition teaching at the intermediate level. Language Learning 10, 2531.
Faigley, L. (1986). Competing theories of process: A critique and proposal. College English 48, 527542.
Ferris, D. & Hedgecock, J. (2005). Teaching ESL composition: Purpose, process and practice. Mahwah, NJ: Lawrence Erlbaum.
Flower, L. & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication 32.4, 365387.
Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B. & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs. Princeton, NJ: Educational Testing Service.
Horowitz, D. (1986). Process and product: Less than meets the eye. TESOL Quarterly 20, 141144.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing 16.3, 148164.
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly 30.1, 693722.
James, M. A. (2009). ‘Far’ transfer of learning outcomes from an ESL writing course: Can the gap be bridged? Journal of Second Language Writing 18, 6984.
James, M. A. (2010). An investigation of learning transfer in English-for-general-academic-purposes writing instruction. Journal of Second Language Writing 19, 183206.
Johns, A. M. (1997). Text, role and context: Developing academic literacies. New York: Cambridge University Press.
Johns, A. M. (2002). Destabilizing students’ literacy theories. In Johns, A. M. (ed.), Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum, 237248.
Johns, A. M. (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching 41.2, 237252.
Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing 20.1, 5668.
Kent, T. (ed.) (1999). Post-process theory: Beyond the writing-process paradigm. Carbondale, IL: Southern Illinois University Press.
Krapels, A. R. (1990). An overview of second language writing process research. In Kroll, B. (ed.), Second language writing: Research insights for the classroom. New York: Cambridge University Press, 3756.
Kroll, B. (1990). Second language writing: Research insights for the classroom. The Cambridge Applied Linguistics Series. Cambridge: Cambridge University Press.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Matsuda, P. K. (2001). Reexamining audiolingualism: On the genesis of reading and writing in L2 studies. In Belcher, D. & Hirvela, A. (eds.), Linking literacies: Perspectives on L2 reading-writing connections. Ann Arbor, MI: University of Michigan Press, 84105.
Matsuda, P. K. (2002). Reinventing giants. In Blanton, L. L. & Kroll, B. (eds.), ESL composition tales: Reflections on teaching. Ann Arbor, MI: University of Michigan Press, 163171.
Matsuda, P. K. (2003a). Process and post-process: A discursive history. Journal of Second Language Writing 12, 6583.
Matsuda, P. K. (2003b). Second language writing in the twentieth century: A situated historical perspective. In Kroll, B. (ed.), Exploring the dynamics of second language writing. New York: Cambridge University Press, 1534.
Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech 70, 151176.
Murray, D. (1972). Teach writing as a process not product. The Leaflet 71, 1114.
Pincas, A. (1962). Structural linguistics and systematic composition teaching to students of English as a second language. Language Learning 12.3, 185194.
Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly 25, 407430.
Rivers, W. (1968). Teaching foreign language skills. Chicago, IL: University of Chicago Press.
Silva, T. (1990). Second language composition instruction: Developments, issues and directions in Kroll, ESL. In B. (ed.), Second language writing: Research insights for the classroom. New York: Cambridge University Press, 1123.
Spack, R. (1988). Initiating ESL students into the academic discourse community: How far should we go? TESOL Quarterly 22, 2951.
Susser, B. (1994). Process approaches in ESL/EFL writing instructions. Journal of Second Language Writing 3.1, 3147.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Tardy, C. M. (2009). Building genre knowledge. West Lafayette, IN: Parlor Press.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed