A Genre-Based Approach to Content Writing Instruction

Reppen, Randi

doi:10.1017/cbo9780511667190.045

Cited by 42 publications

(33 citation statements)

References 5 publications

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“…Similarly, Reppen (2002) suggests a combination of process writing and activities targeting specifi c language skills and directing instruction on genre forms. Her suggestion is anchored on two concepts: sca olding and awareness.…”

Section: Pedagogical Implications: Teaching Genre In Eapmentioning

confidence: 99%

“…The second concept focuses on raising awareness of the connection between organizing information and text purpose. By becoming aware of why texts display certain organization, learners become able to evaluate their own productions and then peer-edit texts in a more e ective way (REPPEN, 2002). This focus on both organization and language is essential for L2 EAP learners.…”

Section: Pedagogical Implications: Teaching Genre In Eapmentioning

confidence: 99%

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From the production of abstracts to instances of grammatical metaphors: some research insights to uncover the academic domain

Carneiro

Oliveira²

2017

rai

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The aim of this paper is twofold: to shed light on the production of paper abstracts from the point of view of their macrostructure, and to discuss the use of nominalizations as instances of grammatical metaphors in this text genre. In order to do so, we will fi rst discuss the principles underlying academic writing (AW), in the a empt to associate them to successful communication in this fi eld. We also showcase a few samples of classroom activities, aimed at illustrating how some of the principles related to abstract writing can be put into practice. With respect to the instances of grammatical metaphors, we call a ention to their signifi cance to the academic domain, functioning as topic initiators, and, most importantly, as powerful strategies for successful scientifi c writing.KEYWORDS: academic writing; abstract production; grammatical metaphors RESUMO: O objetivo deste artigo é duplo: lançar luz sobre a produção de resumos de trabalhos científi cos, pelo ponto de vista da sua macroestrutura; e discutir o uso de nominalizações como instâncias de metáforas gramaticais presentes nestes textos. Para isso, discutimos, primeiramente, os princípios subjacentes à escrita acadêmica, numa tentativa de associá-los à comunicação bem sucedida nesse campo. Apresentamos, em seguida, alguns exemplos de atividades de sala de aula, com o objetivo de ilustrar como alguns dos princípios relacionados com a escrita de resumos podem ser postos em prática. Com respeito às instâncias de metáforas gramaticais, chamamos a atenção para seu signifi cado como características inerentes à escrita científi ca, podendo funcionar como iniciadores de tópicos e, principalmente, como importantes estratégias para uma comunicação científi ca bem sucedida.

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Section: Pedagogical Implications: Teaching Genre In Eapmentioning

confidence: 99%

Section: Pedagogical Implications: Teaching Genre In Eapmentioning

confidence: 99%

From the production of abstracts to instances of grammatical metaphors: some research insights to uncover the academic domain

Carneiro

Oliveira²

2017

rai

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“…Additionally, students learn better when they are able to practice a given skill. Randi Reppen (2002) maintains that exposing and giving students practice in genre is crucial for English as a Foreign Language (EFL) students. In line with that idea, Joy Reid (1993) advocates that genre analysis, which looks at the organization of different genres, can assist EFL students in becoming stronger writers and readers.…”

Section: Literature Reviewmentioning

confidence: 99%

Action Research on a WebQuest as an Instructional Tool for Writing Abstracts of Research Articles

Krismiyati

2012

ehe

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The massive growth of and access to information technology (IT) has enabled the integration of technology into classrooms. One such integration is the use of WebQuests as an instructional tool in teaching targeted learning activities such as writing abstracts of research articles in English for English as a Foreign Language (EFL) learners. In the academic world, writing an abstract of a research paper or final project in English can be challenging for EFL students. This article presents an action research project on the process and outcomes of using a WebQuest designed to help 20 Indonesian university IT students write a research article's abstract in English. Findings reveal that despite positive feedback, changes need to be made to make the WebQuest a more effective instructional tool for the purpose it was designed. AbstrakMaraknya perkembangan dan akses ke teknologi informasi (IT) mendorong pengintegrasian teknologi ke ruang kelas. Salah satu integrasi tersebut adalah penggunaan WebQuest sebagai sarana pembelajaran untuk latihan menulis abstrak artikel penelitian bagi siswa kelas EFL atau Inggris sebagai Bahasa Asing. Di dunia akademik, menulis abstrak makalah penelitian atau tugas akhir dalam bahasa Inggris bisa menjadi praktek yang sulit bagi mahasiswa EFL. Artikel ini mengupas penelitian tindakan mengenai proses dan manfaat WebQuest dalam membantu mahasiswa IT di 20 universitas di Indonesia menulis abstrak riset dalam bahasa Inggris. Penemuan penelitian menunjukkan bahwa, disamping masukan yang positif, ada beberapa hal yang perlu diubah supaya WebQuest menjadi sarana belajar yang lebih efektif sesuai dengan tujuan pembuatannya.

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“…According to different course books several characteristics should or should not be included in various text types. Reppen (2002: 321) describes the situation: "For the L2 student, many writing conventions will remain a mystery unless teachers are able to bring these forms and patterns of language use to conscious awareness". Fighting against the time lag observed in the incorporation of applied linguistics findings into educational material (Burton, 2012;Littlejohn, 1992;McCarthy & O'Keefe, 2010;Sampson, 2013) and the 'hidden curriculum' concerning genre requirements (Devit et al 2004;Nesi & Gardner, 2012;Rothery, 1985), this study aims to raise awareness in English language testing contexts.…”

Section: Introductionmentioning

confidence: 99%

Register analysis based on corpus evidence: the case of Reports in IELTS

Melissourgou¹,

Frantzi²

2016

Language in Focus

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The IELTS exams attract numerous candidates globally and are considered high-stakes exams due to the impact the results can have on the candidates. The need therefore for goal-oriented guidance is crucial. Unfortunately, this preparation is based on teachers' intuition on what is common and appropriate. This paper describes the typical lexicogrammatical features of Reports based on objective quantitative evidence. The WriMA (Writing Model Answers) corpus consists of model writings from preparation material. The DataReports sub-corpus used in this study consists of 100 texts, 16.828 tokens and is POS (Parts of Speech) tagged. The extraction of keywords and recurring patterns is combined with an interpretation of their functional role in the specific context. This analysis arms teachers with knowledge of specific words, word classes and combinations used by experienced writers in order to achieve genrespecific trends usually described in vague terms such as impersonal stance or factual language.

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A Genre-Based Approach to Content Writing Instruction

Cited by 42 publications

References 5 publications

From the production of abstracts to instances of grammatical metaphors: some research insights to uncover the academic domain

From the production of abstracts to instances of grammatical metaphors: some research insights to uncover the academic domain

Action Research on a WebQuest as an Instructional Tool for Writing Abstracts of Research Articles

Register analysis based on corpus evidence: the case of Reports in IELTS

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