Challenges in the Application of Genre Theory to Improve L2 Academic Writing: Effective Reports and Assessment

Abstract

<jats:p>This paper examines the application of a systemic-functional linguistic (SFL) Genre Theory approach to an L2 classroom in Spain, where English systems and their formal and functional characteristics were explicated in the teaching-learning process in order to help students improve their writing skills. It analyses various facets of the effectiveness of this approach through a careful consideration of student report writing, first by analysing the assessors’ marking parameters and concentration, and second by thoroughly going through the papers themselves to summarise the nature and quantity of the various writing issues, paying particular attention to areas in which the existing assessment was questionable, incorrect, or not indicating errors in standard English.</jats:p>

Process Based Approach towards Students’ Creativity in Writing English Paragraph

“…This positive effect was in line with what Holmes in Elshirbini, et al (2013) previously states that process-oriented approach is to facilitate the planning and production stages of writing for adult students of English as a Foreign or Second Language and identifies some features of this approach and provides some suggestions to develop activities in order to humanize and make a more positive and effective experience from writing.…”

“…Holmes (2004) in Elshirbini, et al (2013) states that the use of a process-oriented approach to facilitate the planning and production stages of writing for adult students of English as a Foreign or Second Language and identifies some features of this approach and provides some suggestions to develop activities in order to humanize and make a more positive and effective experience from writing. Tompkins (1990) assured that this current emphasis in writing instruction focuses on the process of creating writing rather than the end product.…”

Student’s Descriptive Text Writing In SFL Perspectives

“…Considered to be effective in teaching writing, studies on the use of SFL in both EFL and ESL context for either teaching or analyzing students' writing have been conducted by many scholars focusing on various types of the texts such as Arancon (2013) focusing on students 'writing skills in ESP; Briones (2016) on a Review and News item text from textual perspectives; Correa and Dominguez (2014) for Narrative text; Emilia and Hamied (2015) focusing on Exposition text; Jing (2015) on applying Theme and Thematic progression in English writing teaching; Lirola and Irwin (2016) focusing on students' challenge in writing a report; Nurohmah (2013) Different from the last three mentioned studies, this paper is mainly intended to figure out how student's descriptive text writing is in SFL perspectives. Using a case study approach, this study was expected to give in-depth analysis and information regarding students' writing problems.…”

Implementing Authentic Assessment in the 2013 Curriculum by English Teachers of Modern Boarding High School

“…Actually, another teacher has been successful implementing the assessment in her class. While teaching, the teachers had implemented the assessment completely as the stages suggested by (Majid, 2014;Kemendikbud, 2014;Mueller, 2017) (indicators no. 5,6,7,8, and 9).…”