Genre and the Language Learning Classroom

Overall Rhetorical Structure of Students’ English and Persian Argumentative Essays

“…Firstly, it explains patterns of essay writing in both English and Persian languages. Purves (1988) emphasizes that the understanding of the rhetorical deviations among languages "would bridge the gap between cultural encoding and decoding" (p. 19). He suggests that instructors should be aware that, in essence, "differences among rhetorical patterns do not represent differences in cognitive ability, but differences in cognitive style" (p. 19).…”

“…As a result, composition practitioners might have seen increased emphasis being placed on the notion of genre and genre-based pedagogy in English language teaching and on the various types of academic writings (Hyland, 2002;Paltridge, 2001).…”

“…As a result, the notion of genre and genre-based pedagogy in English language teaching, especially in the teaching and learning of English for specific purposes (ESP) have been emphasized (Hyland, 2002;Paltridge, 2001). Genrebased instruction involves of how to begin and end a text, what to put in the middle and of how to organize information (Hammond, 1987).…”

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“…The genre-based pedagogy to English writing should include this factor related to contextual awareness (see e.g., Hyland, 2003;Reichelt et al, 2012). For example, Paltridge (2001) argues that an awareness of the audience of a text has a crucial impact on the types of texts writers should produce and how these texts should be composed. To enhance learners' awareness of the audience of their texts, textbooks for English writing should describe the audience of texts that they include.…”

How to Write Academically as a Postgraduate Student from Non-English Speaking Background: A Study from Teachers’ Perspective

“…In academic writing, one common technique is to objectify your opinion by nominalising it, which can make it much harder for readers to argue with that, as well as make the language more 'lexically dense' (Colombi. 2006;Paltridge, 2001), examples are 'the possibility of', 'the use of ', etc. Additionally, in interpersonal metaphor (hedging), the expression of modality and evaluation is also used to achieve this goal, because expressions like 'I think, I believe, I am sure, I am convinced etc,' are known as 'explicit subjective' (Martin et al, 1997).…”