Contested or complementary? Mingling between two distinct writing pedagogies for genre instruction in one EFL undergraduate writing course.
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| Title: | Contested or complementary? Mingling between two distinct writing pedagogies for genre instruction in one EFL undergraduate writing course. |
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| Authors: | Yi-Hsuan Gloria Lo1, Ying-Hsueh Cheng2 sherrycheng85@gmail.com |
| Source: | Writing & Pedagogy. 2018, Vol. 10 Issue 1/2, p31-60. 30p. |
| Subject Terms: | *English as a foreign language, *Undergraduates, *Authors, *Attitude (Psychology), Writing ability testing, Acquisition of data |
| Abstract: | This paper aims to investigate how novice EFL writers develop their genre awareness and rhetorical flexibility in a genre-based writing course that incorporates two distinct types of genres (essay and journal writing) for practice simultaneously. Three sets of qualitative and quantitative data were collected: surveys, reflection papers from 40 students, and semi-structured interviews with eight students. Descriptive statistical analysis provides an overview on students' perceptions on the two types of genres and the distinct pedagogies. Qualitative data gathered from the in-depth interviews were used to understand how learners intermingle between two distinct writing pedagogies and what the perceived impact is on students' subsequent functional writing practice. In order to explore how students developed their genre awareness (cognitive) and rhetorical flexibility (metacognitive), we draw on Grabe and Kaplan's (1996) notion of ethnography of writing: (1) the purpose of a certain genre; (2) the criteria for writing; (3) audience; and (4) their goals/expectations. The findings show that most learners attached different benefits to these two genre-based instructions, enabling them to recontextualize their writing performance when necessary. Pedagogically, this study provides alternative pedagogies to the most commonly seen dilemma for L2 writing instruction. Theoretically, this research demonstrates how contested pedagogies can be complementary to enhance our understanding of to what extent cross-genre awareness can be raised and transformed through distinct genre-based practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 131980628 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Contested or complementary? Mingling between two distinct writing pedagogies for genre instruction in one EFL undergraduate writing course. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yi-Hsuan+Gloria+Lo%22">Yi-Hsuan Gloria Lo</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ying-Hsueh+Cheng%22">Ying-Hsueh Cheng</searchLink><relatesTo>2</relatesTo><i> sherrycheng85@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. 2018, Vol. 10 Issue 1/2, p31-60. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+ability+testing%22">Writing ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Acquisition+of+data%22">Acquisition of data</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper aims to investigate how novice EFL writers develop their genre awareness and rhetorical flexibility in a genre-based writing course that incorporates two distinct types of genres (essay and journal writing) for practice simultaneously. Three sets of qualitative and quantitative data were collected: surveys, reflection papers from 40 students, and semi-structured interviews with eight students. Descriptive statistical analysis provides an overview on students' perceptions on the two types of genres and the distinct pedagogies. Qualitative data gathered from the in-depth interviews were used to understand how learners intermingle between two distinct writing pedagogies and what the perceived impact is on students' subsequent functional writing practice. In order to explore how students developed their genre awareness (cognitive) and rhetorical flexibility (metacognitive), we draw on Grabe and Kaplan's (1996) notion of ethnography of writing: (1) the purpose of a certain genre; (2) the criteria for writing; (3) audience; and (4) their goals/expectations. The findings show that most learners attached different benefits to these two genre-based instructions, enabling them to recontextualize their writing performance when necessary. Pedagogically, this study provides alternative pedagogies to the most commonly seen dilemma for L2 writing instruction. Theoretically, this research demonstrates how contested pedagogies can be complementary to enhance our understanding of to what extent cross-genre awareness can be raised and transformed through distinct genre-based practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/wap.32503 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 31 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Authors Type: general – SubjectFull: Attitude (Psychology) Type: general – SubjectFull: Writing ability testing Type: general – SubjectFull: Acquisition of data Type: general Titles: – TitleFull: Contested or complementary? Mingling between two distinct writing pedagogies for genre instruction in one EFL undergraduate writing course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yi-Hsuan Gloria Lo – PersonEntity: Name: NameFull: Ying-Hsueh Cheng IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 17565839 Numbering: – Type: volume Value: 10 – Type: issue Value: 1/2 Titles: – TitleFull: Writing & Pedagogy Type: main |
| ResultId | 1 |
