1. Take action: Developing a genre-based Writing Curriculum in College
Soomin Jwa & Justin Cubilo

2. In the writing 097/098 context... A text-based analysis paper
(1) argumentation featured as a rhetorical stance (see Norton, 1990; Womack, 1993)
(2) a research process requiring the incorporation of specific source materials.

3. What Is Genre?
Genre = communicative vehicles for the achievement of goals (Swales)
Genre = Typified rhetorical action based in recurrent situations (Miller)
Speech genres = typical forms of utterances (Bakhtin)
Genre = ongoing use of certain material tools in certain ways that worked once, and may work again (Russell)
Genre system of the classroom is stabilized-for-now boundary between the professional communities and educational institutions (Russell)
How we learn genres = Expanding one’s involvement with an activity system (Russell)
A single text can function as several genres (Russell)

4. Four Dimensions of Genre Knowledge (Tardy, 2009, p. 22)
& Rhetorical Flexibility
Genre Awareness

5. Carter’s (2007) Taxonomy

6. Suggestions for a Genre-based Writing Curriculum
Students need to understand that texts and assignments vary, according to discipline, classroom, instructor, and a variety of other factors.
It is valuable for students to analyze, discuss, and even reproduce responses that are characteristic of a variety of disciplines, texts that represent “ways of knowing.”
Students should be introduced to at least three of the “ways of knowing.” Genres based on theses ways could be analyzed, with actual examples provided.
Students could be required to produce at least two or three of these response types, found in the genres in which they are incorporated.
At some point in the course, students could interview instructors in various disciplines about their response types.
The language of texts should be taught in context, with special emphasis upon the elements that express the values of the discipline(s).
We should encourage students to ask questions of texts and contexts, which will help them become academic ethnographers.
Avoid the “writing-in-the-vacuum syndrome”
(writing without a purpose and an audience in mind)
Adopted from Johns (2008)

7. The Academic Writing Network
Activity 1: Context Exploration
The basic what’s (topic), why’s (objective), and how’s (methodology) of their studies
Activity 2: Text Exploration
Activity 3: Text Production, Revising and Editing
Adopted from Motta-Roth (2001)

8. 4 Questions to Consider How will you define genre?
What principles of genre-based pedagogy are most important and relevant for your teaching context?
What are some general ways in which a genre-based approach could appropriately be implemented (in full or part) within the ESL context?
What would be some potential concerns to keep in mind if implementing some kind of genre-based pedagogy within that context? (And, optionally, how might you work to address those concerns?)

9. Key Consideration Audience Purpose (Register and Reason) Organization
Style (Language)
Flow (Coherence)
Presentation (Mechanics)

10. Socioliterate Practices
Genre-Based Cycle of Teaching and Learning (Feez, 2002)
Building the Context
Modeling and Deconstructing Texts
Joint Construction of Texts
Independent Construction of Texts
Linking Related Texts

11. Class Activities Scaffolding of Relevant Knowledge
Jigsaw Activities
Textual Enhancement
Identifying Organizational Patterns and Applying this Knowledge
Analyzing several short readings in groups
Short Writing Practice
Data commentary example
Writing introductions, etc.

12. Writing Assignments Requirements for Assignment Completion Examples:
Identification of genre
Consideration of
Audience Expectations
Register
Evidence and Citations
Language Choice
Examples:
Writing From Sources
Comparative Essays
Writing Workshops

13. Benefits Promotes student confidence (Artemeva, 2005; Feez, 2002)
Promotes student motivation
Working with authentic materials
Instrumental and Integrative motivation
Stable, but flexible templates
Applicable to all academic, professional, and personal genres
Increases in automaticity