Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts

The study reported in this paper focuses on the use of Genre Theory as an appropriate framework for English L2 writing in the subject English Language III of the degree course in English Studies. We analysed 115 recounts written by students on this course at the University of Alicante (Spain) after...

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Autores:
Martínez-Lirola, María
Tipo de recurso:
Fecha de publicación:
2015
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
eng
OAI Identifier:
oai:bibliotecadigital.usb.edu.co:10819/4821
Acceso en línea:
http://hdl.handle.net/10819/4821
Palabra clave:
Teoría del género
Escritura académica
Tipos de textos
Recount
Teaching-learning process
Genre theory
Text types
Academic writing
Proceso de aprendizaje - Educación
Enseñanza bilingüe
Rights
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
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network_name_str Repositorio USB
repository_id_str
dc.title.spa.fl_str_mv Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
dc.title.alternative.spa.fl_str_mv Uso de la Teoría del Género para enseñar escritura en la Universidad: Un ejemplo práctico de enseñar a escribir recounts efectivos
title Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
spellingShingle Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
Teoría del género
Escritura académica
Tipos de textos
Recount
Teaching-learning process
Genre theory
Text types
Academic writing
Proceso de aprendizaje - Educación
Enseñanza bilingüe
title_short Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
title_full Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
title_fullStr Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
title_full_unstemmed Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
title_sort Using Genre Theory for teaching writing at tertiary level: a practical example of teaching to write effective recounts
dc.creator.fl_str_mv Martínez-Lirola, María
dc.contributor.author.none.fl_str_mv Martínez-Lirola, María
dc.subject.spa.fl_str_mv Teoría del género
Escritura académica
Tipos de textos
Recount
Teaching-learning process
Genre theory
Text types
Academic writing
topic Teoría del género
Escritura académica
Tipos de textos
Recount
Teaching-learning process
Genre theory
Text types
Academic writing
Proceso de aprendizaje - Educación
Enseñanza bilingüe
dc.subject.lemb.spa.fl_str_mv Proceso de aprendizaje - Educación
Enseñanza bilingüe
description The study reported in this paper focuses on the use of Genre Theory as an appropriate framework for English L2 writing in the subject English Language III of the degree course in English Studies. We analysed 115 recounts written by students on this course at the University of Alicante (Spain) after they had studied different text types following Genre Theory. This Theory was applied in order to increase students’ literacy skills through the study of text types and specific grammatical characteristics that appear in these texts. This study will show that using the Theory of Genre as a framework to teach academic writing helped students to improve their writing skills. The results of the texts analysed suggest that exposing students to good models of different text types, paying special attention to recounts, and asking them to write texts based on these models, improves students’ texts from the grammatical and the textual point of view.
publishDate 2015
dc.date.issued.none.fl_str_mv 2015-01
dc.date.accessioned.none.fl_str_mv 2017-11-02T16:29:00Z
dc.date.available.none.fl_str_mv 2017-11-02T16:29:00Z
dc.date.submitted.none.fl_str_mv 2017-10-31
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.spa.spa.fl_str_mv Artículo
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.hasVersion.spa.fl_str_mv info:eu-repo/semantics/published
dc.identifier.issn.none.fl_str_mv 1794-192X
2256-3202 (en línea)
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10819/4821
identifier_str_mv 1794-192X
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url http://hdl.handle.net/10819/4821
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.ispartofseries.none.fl_str_mv Revista Científica Guillermo de Ockham;Vol. 13, No 1. Enero-Junio 2015
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.cc.spa.fl_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia
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rights_invalid_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia
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dc.format.extent.spa.fl_str_mv 59 - 66 páginas
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dc.publisher.spa.fl_str_mv Universidad de San Buenaventura
dc.publisher.faculty.spa.fl_str_mv Documento USB
dc.publisher.program.spa.fl_str_mv Documentos USB
dc.publisher.sede.spa.fl_str_mv Cali
dc.source.spa.fl_str_mv Revista Científica Guillermo de Ockham
institution Universidad de San Buenaventura
dc.source.bibliographicCitation.spa.fl_str_mv Biber, D. (2006). University Language. A corpus-based study of spoken and written registers. Amsterdam -Philadelphia: John Benjamins. Butt, D., Fahey, R., Spinks, S. , & Yallop, C. (2000). Using Functional Grammar. An Explorer’s Guide. Second edition. Sydney: NCELTR. Carrasquillo, A. L., & Rodríguez, V. (2008). Language Minority Students in the Mainstream Classroom. Bristol: Multilingual Matters. Coffin, C. (2001). Theoretical approaches to Written Language: A TESOL Perspective. In A. Burns & C. Coffin (Eds.), Analysing English in a Global Context. A Reader (pp. 93-122). London: Routledge. Coffin, C., & Donohue, J. P. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11, 64-75. De Sylva Joyce, H., & Burns, A. (1999). Focus on Grammar. Sydney: NCELTR. Droga, L., & Humphrey, S. (2003). Grammar and Meaning. An Introduction for Primary Teachers. Berry NSW: Target Texts. Drury, H. (2004). Teaching academic writing on screen: a search for best practice. In R. Ellis & J.L. Ravelli (Eds.), Analysing Academic Writing. Contextualised Frameworks (pp. 233-253). London: Continuum. Edelsky, C. (2006). Literacy and Justice for All: Rethinking the Social in Language and Education (Language, Culture, and Teaching). NY: Lawrence Erlbaum Associates. Fairclough, N. (2003). Analysing Discourse. Textual Analysis for Social Research. London: Routledge. Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53, 587-597. Fecho, B. (2011). Teaching for the Students. Habits of Heart, Mind, and Practice in the Engaged Classroom. N Y: Teachers College Press. Fenstermacher, G. D., & Soltis, J. F. (2009). Approaches to Teaching. NY: Teachers College Press. Gardner, S. (2012). Genres and registers of student report writing: An SFL perspective on texts and practices. Journal of English for Academic Purposes, 11, 52-63. Halliday, M. A. K (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold. Hasan, R. (1984). The Nursery Tale as a Genre. Nottingham Linguistic Circular, 12, 71-102. Hasan, R. (1989). The structure of the text. In M. A. K. Halliday & R. Hasan Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective (pp. 52-69). Oxford: Oxfords University Press. Herrington, A., Hodgson, K., & Moran, C. (Eds.) (2009). Teaching the New Writing. Technology, Change and Assessment in the 21st Century Classroom. NY: Teachers College Press. Hsien-Chin, L. (2000). Assessing Learner Strategies Using Computers: New Insights and Limitations. CALL, 13(1), 65-78. Hua, Z., Seedhouse, P, Li, W., & Cook, V. (2007). An Introduction. In Z. Hua, P. Seedhouse, W. Li & V. Cook (Eds.), Language Learning and Teaching as Social Inter-action (pp. 1-5). London: Palgrave Macmillan. Hubbard, P., & Levy, M. (2006). The scope of CALL education. In P. Hubbard & M. Levy (Eds.), Teacher Education in CALL (pp. 3-20). Amsterdam/Philadelphia: John Benjamins. Klein, P., & Unsworth, L. (2014). The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education, 26, 1-17. Klein, P. D., & Yu, A. M. (2013). Best practices in writing to learn. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing to learn. Second edition. (pp. 166-189). NY: The Guilford Press. Kress, G. (2003). Literacy in the New Media Age. London: Routledge. Martin, J. R., & Rose, D. (2012). Learning to Write/Learning to Learn: Genre, Knowledge and Pedagogy in the Sydney School. London: Equinox. Martínez-Lirola, M. (Abril, 2005). How to highlight context in academic writing from a SFL perspective. Trabajo presentado en la I Conferencia Regional Latinoamericana de Lingüística Sistémica Funcional. Mendoza, Universidad Nacional de Cuyo-Argentina. Martínez-Lirola, M. (2006). The importance of teaching Systemic Functional Linguistics and Text Linguistics to improve writing in Bilingual Education Programs in the USA. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 5, 139-150. Martínez-Lirola, M. (2007). El nuevo papel del profesor universitario en el proceso de convergencia europeo y su relación con la interacción, la tutoría y el aprendizaje autónomo. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 7, 31-43. Martínez-Lirola, M. (2013). Teaching visual grammar and social issues in an English language course: an example using multimodal texts on immigrant minors from a Spanish newspaper. In F.J. Díaz- Pérez, M.B. Díez-Bedmar, P. García-Ramírez & D. Rascón-Moreno (Eds.) Global Issues and the Teaching of Language, Literature and Linguistics (pp. 195-215). Viena: Peter Lang. Martínez-Lirola, M., & Tabuenca Cuevas, M. (2008). Integrating CALL and Genre Theory: a Proposal to Increase Students’ Literacy. RECALL, 20(1), 67-81. Martínez-Lirola, M., & Tabuenca-Cuevas, M. (2010). Applying Genre Theory to improve exposition-type essay writing. Revista Internacional de Didáctica de las Lenguas Extranjeras, 13, 29-42. Moyano, E. I. (2013). (coord) Aprender Ciencias y Humanidades: una cuestión de lectura y escritura. Aprotes para la construcción de un programa de inclusión social a través de la educación lingüística. Buenos Aires: Universidad Nacional de General Sarmiento. Parodi, G. (2010). Written discourse genres. Towards an integral conception from a sociocognitive perspective. In G. Parodi (Ed.), Academic and Professional Discourse Genre in Spanish (pp. 17-35). Amsterdam-Philadelphia: John Benjamins. Pérez-Gutiérrez, M., & Pérez- Torres, I. (2005). Audio-visual resources and new technologies in ELT. In D. Madrid, N. Mclaren & A. Bueno (Eds.), TEFL in Secondary Education (pp. 545-578). Granada: Universidad de Granada. Trofimovich, P., & McDonough, K. (Eds.) (2011). Applying Priming Methods to L2 Learning, Teaching and Research. Insights from Psycholinguistics. Amsterdam-Philadelphia: John Benjamins. Schleppegrell, M. J. (2011). Supporting disciplinary learning through language analysis: Developing historical literacy. In F. Christie, & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 197-216). London: Continuum International Publishing Group. Swales, J. M. (2002). On models of applied discourse analysis. In C.N. Candlin (Ed.), Research and Practice in Professional Discourse (pp. 61-77). Hong Kong: City University of Hong Kong Press. Wennerstrom, A. (2003). Discourse Analysis in the Language Classroom. Volume 2. Genres of Writing. Michigan: The University of Michigan Press. Wingate, U. (2012). Using Academic Literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11, 26-37.
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spelling Comunidad Científica y AcadémicaMartínez-Lirola, María4c2d3810-b112-4e4f-bc4e-5c450351da1c-12017-11-02T16:29:00Z2017-11-02T16:29:00Z2015-012017-10-31The study reported in this paper focuses on the use of Genre Theory as an appropriate framework for English L2 writing in the subject English Language III of the degree course in English Studies. We analysed 115 recounts written by students on this course at the University of Alicante (Spain) after they had studied different text types following Genre Theory. This Theory was applied in order to increase students’ literacy skills through the study of text types and specific grammatical characteristics that appear in these texts. This study will show that using the Theory of Genre as a framework to teach academic writing helped students to improve their writing skills. The results of the texts analysed suggest that exposing students to good models of different text types, paying special attention to recounts, and asking them to write texts based on these models, improves students’ texts from the grammatical and the textual point of view.El estudio que se analiza en este artículo se centra en el uso de la teoría del género como un marco adecuado para la enseñanza de la escritura en inglés como segunda lengua en la asignatura Lengua Inglesa III, del grado en Estudios Ingleses. Se analizaron 115 recounts escritos por estudiantes de dicha asignatura en la Universidad de Alicante (España) una vez que habían estudiado los distintos tipos de textos de acuerdo con la teoría del género. Esta teoría se aplicó con el fin de que el alumnado mejorara su capacidad de escribir a través del estudio de textos y las características específicas gramaticales que aparecen en ellos. Este estudio mostrará que usar la teoría del género como marco para enseñar escritura académica, ayudó al alumnado a mejorar sus destrezas escritas. Los resultados de los textos analizados sugieren que exponer al alumnado a distintos modelos de tipos de textos, con especial importancia a los recount y pedirles que escriban textos basados en estos modelos, mejora los textos del alumnado desde el punto de vista gramatical y textual.Universidad de San Buenaventura - Calipdf59 - 66 páginasRecurso en lineaapplication/pdf1794-192X2256-3202 (en línea)http://hdl.handle.net/10819/4821engUniversidad de San BuenaventuraDocumento USBDocumentos USBCaliRevista Científica Guillermo de Ockham;Vol. 13, No 1. Enero-Junio 2015Atribución-NoComercial-SinDerivadas 2.5 ColombiaPor medio de este formato manifiesto mi voluntad de AUTORIZAR a la Universidad de San Buenaventura, Sede Bogotá, Seccionales Medellín, Cali y Cartagena, la difusión en texto completo de manera gratuita y por tiempo indefinido en la Biblioteca Digital Universidad de San Buenaventura, el documento académico-investigativo objeto de la presente autorización, con fines estrictamente educativos, científicos y culturales, en los términos establecidos en la Ley 23 de 1982, Ley 44 de 1993, Decisión Andina 351 de 1993, Decreto 460 de 1995 y demás normas generales sobre derechos de autor. Como autor manifiesto que el presente documento académico-investigativo es original y se realiza sin violar o usurpar derechos de autor de terceros, por lo tanto, la obra es de mi exclusiva autora y poseo la titularidad sobre la misma. La Universidad de San Buenaventura no será responsable de ninguna utilización indebida del documento por parte de terceros y será exclusivamente mi responsabilidad atender personalmente cualquier reclamación que pueda presentarse a la Universidad. Autorizo a la Biblioteca Digital de la Universidad de San Buenaventura convertir el documento al formato que el repositorio lo requiera (impreso, digital, electrónico o cualquier otro conocido o por conocer) o con fines de preservación digital. Esta autorización no implica renuncia a la facultad que tengo de publicar posteriormente la obra, en forma total o parcial, por lo cual podrá, dando aviso por escrito con no menos de un mes de antelación, solicitar que el documento deje de estar disponible para el público en la Biblioteca Digital de la Universidad de San Buenaventura, así mismo, cuando se requiera por razones legales y/o reglas del editor de una revista.http://creativecommons.org/licenses/by-nc-nd/2.5/co/http://purl.org/coar/access_right/c_abf2Revista Científica Guillermo de OckhamBiber, D. (2006). University Language. A corpus-based study of spoken and written registers. Amsterdam -Philadelphia: John Benjamins. Butt, D., Fahey, R., Spinks, S. , & Yallop, C. (2000). Using Functional Grammar. An Explorer’s Guide. Second edition. Sydney: NCELTR. Carrasquillo, A. L., & Rodríguez, V. (2008). Language Minority Students in the Mainstream Classroom. Bristol: Multilingual Matters. Coffin, C. (2001). Theoretical approaches to Written Language: A TESOL Perspective. In A. Burns & C. Coffin (Eds.), Analysing English in a Global Context. A Reader (pp. 93-122). London: Routledge. Coffin, C., & Donohue, J. P. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11, 64-75. De Sylva Joyce, H., & Burns, A. (1999). Focus on Grammar. Sydney: NCELTR. Droga, L., & Humphrey, S. (2003). Grammar and Meaning. An Introduction for Primary Teachers. Berry NSW: Target Texts. Drury, H. (2004). Teaching academic writing on screen: a search for best practice. In R. Ellis & J.L. Ravelli (Eds.), Analysing Academic Writing. Contextualised Frameworks (pp. 233-253). London: Continuum. Edelsky, C. (2006). Literacy and Justice for All: Rethinking the Social in Language and Education (Language, Culture, and Teaching). NY: Lawrence Erlbaum Associates. Fairclough, N. (2003). Analysing Discourse. Textual Analysis for Social Research. London: Routledge. Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53, 587-597. Fecho, B. (2011). Teaching for the Students. Habits of Heart, Mind, and Practice in the Engaged Classroom. N Y: Teachers College Press. Fenstermacher, G. D., & Soltis, J. F. (2009). Approaches to Teaching. NY: Teachers College Press. Gardner, S. (2012). Genres and registers of student report writing: An SFL perspective on texts and practices. Journal of English for Academic Purposes, 11, 52-63. Halliday, M. A. K (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold. Hasan, R. (1984). The Nursery Tale as a Genre. Nottingham Linguistic Circular, 12, 71-102. Hasan, R. (1989). The structure of the text. In M. A. K. Halliday & R. Hasan Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective (pp. 52-69). Oxford: Oxfords University Press. Herrington, A., Hodgson, K., & Moran, C. (Eds.) (2009). Teaching the New Writing. Technology, Change and Assessment in the 21st Century Classroom. NY: Teachers College Press. Hsien-Chin, L. (2000). Assessing Learner Strategies Using Computers: New Insights and Limitations. CALL, 13(1), 65-78. Hua, Z., Seedhouse, P, Li, W., & Cook, V. (2007). An Introduction. In Z. Hua, P. Seedhouse, W. Li & V. Cook (Eds.), Language Learning and Teaching as Social Inter-action (pp. 1-5). London: Palgrave Macmillan. Hubbard, P., & Levy, M. (2006). The scope of CALL education. In P. Hubbard & M. Levy (Eds.), Teacher Education in CALL (pp. 3-20). Amsterdam/Philadelphia: John Benjamins. Klein, P., & Unsworth, L. (2014). The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education, 26, 1-17. Klein, P. D., & Yu, A. M. (2013). Best practices in writing to learn. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing to learn. Second edition. (pp. 166-189). NY: The Guilford Press. Kress, G. (2003). Literacy in the New Media Age. London: Routledge. Martin, J. R., & Rose, D. (2012). Learning to Write/Learning to Learn: Genre, Knowledge and Pedagogy in the Sydney School. London: Equinox. Martínez-Lirola, M. (Abril, 2005). How to highlight context in academic writing from a SFL perspective. Trabajo presentado en la I Conferencia Regional Latinoamericana de Lingüística Sistémica Funcional. Mendoza, Universidad Nacional de Cuyo-Argentina. Martínez-Lirola, M. (2006). The importance of teaching Systemic Functional Linguistics and Text Linguistics to improve writing in Bilingual Education Programs in the USA. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 5, 139-150. Martínez-Lirola, M. (2007). El nuevo papel del profesor universitario en el proceso de convergencia europeo y su relación con la interacción, la tutoría y el aprendizaje autónomo. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 7, 31-43. Martínez-Lirola, M. (2013). Teaching visual grammar and social issues in an English language course: an example using multimodal texts on immigrant minors from a Spanish newspaper. In F.J. Díaz- Pérez, M.B. Díez-Bedmar, P. García-Ramírez & D. Rascón-Moreno (Eds.) Global Issues and the Teaching of Language, Literature and Linguistics (pp. 195-215). Viena: Peter Lang. Martínez-Lirola, M., & Tabuenca Cuevas, M. (2008). Integrating CALL and Genre Theory: a Proposal to Increase Students’ Literacy. RECALL, 20(1), 67-81. Martínez-Lirola, M., & Tabuenca-Cuevas, M. (2010). Applying Genre Theory to improve exposition-type essay writing. Revista Internacional de Didáctica de las Lenguas Extranjeras, 13, 29-42. Moyano, E. I. (2013). (coord) Aprender Ciencias y Humanidades: una cuestión de lectura y escritura. Aprotes para la construcción de un programa de inclusión social a través de la educación lingüística. Buenos Aires: Universidad Nacional de General Sarmiento. Parodi, G. (2010). Written discourse genres. Towards an integral conception from a sociocognitive perspective. In G. Parodi (Ed.), Academic and Professional Discourse Genre in Spanish (pp. 17-35). Amsterdam-Philadelphia: John Benjamins. Pérez-Gutiérrez, M., & Pérez- Torres, I. (2005). Audio-visual resources and new technologies in ELT. In D. Madrid, N. Mclaren & A. Bueno (Eds.), TEFL in Secondary Education (pp. 545-578). Granada: Universidad de Granada. Trofimovich, P., & McDonough, K. (Eds.) (2011). Applying Priming Methods to L2 Learning, Teaching and Research. Insights from Psycholinguistics. Amsterdam-Philadelphia: John Benjamins. Schleppegrell, M. J. (2011). Supporting disciplinary learning through language analysis: Developing historical literacy. In F. Christie, & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 197-216). London: Continuum International Publishing Group. Swales, J. M. (2002). On models of applied discourse analysis. In C.N. Candlin (Ed.), Research and Practice in Professional Discourse (pp. 61-77). Hong Kong: City University of Hong Kong Press. Wennerstrom, A. (2003). Discourse Analysis in the Language Classroom. Volume 2. Genres of Writing. Michigan: The University of Michigan Press. Wingate, U. (2012). Using Academic Literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. 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