The focus of this book is the use of genre-based approaches to teaching academic writing. Genre-based courses enable second language learners to integrate their linguistic, organisational and contextual knowledge in a variety of different tasks. The book reviews pedagogical approaches to genre through English for Specific Purposes and Systemic Functional Linguistics to present a synthesis of the current research being undertaken in the field. From this theoretical base, Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. Academic Writing and Genre is a cutting-edge monograph which will be essential reading for researchers in applied linguistics.
Author(s): Ian Bruce
Publisher: Continuum
Year: 2008
Language: English
Pages: 203
Contents......Page 6
List of Figures and Tables......Page 8
Acknowledgements......Page 9
1.0 Introduction......Page 10
1.1 The notion of discourse competence......Page 11
1.2 Genre-based approaches to developing discourse competence in writing......Page 14
1.3 Genre-based teaching: critical or accommodationist......Page 18
2.1 Relating genre to language learning......Page 22
2.2 The approach to genre influenced by systemic functional linguistics......Page 23
2.3 The systemic functional approach to genre: summary......Page 27
2.4 Discussion: the systemic functional approach to genre as a discourse-categorizing construct......Page 28
2.5 Conclusion......Page 34
2.6 The approach to genre of the English for Specific Purposes movement......Page 35
2.7 Genre as a means of analysis of ESP texts......Page 38
2.8 An ESP framework for genres......Page 41
2.9 ESP approaches to the analysis of texts: summary......Page 42
2.10 The two pedagogic approaches to genre: discussion......Page 43
3.0 Introduction......Page 48
3.1 Fundamental notions in cognitive approaches to categorization: prototype and hierarchy......Page 49
3.2 Theories of underlying patterns employed in the organization of knowledge relating to specific domains......Page 56
3.3 Other schematic constructs: scripts, plans, goals, frames and scenarios......Page 61
3.4 Theories relating to procedural knowledge......Page 73
3.5 Discussion: implications of categorization theories for discourse creation......Page 82
4.0 Introduction......Page 88
4.1 Some observations on the cognitive structuring of discourse......Page 89
4.2 Cognitive genres and young learners......Page 94
4.3 Cognitive genres and academic writing in university contexts......Page 96
4.4 Towards a cognitive genre construct for academic writing......Page 100
4.5 A model for cognitive genres in academic discourse......Page 103
4.6 Study 1: A corpus investigation of the use of cognitive genres in academic texts......Page 108
4.7 Study 2: Use of the features of the cognitive genres by three groups of writers......Page 110
4.8 Conclusion......Page 115
5.1 Cognitive genres and language learning theory......Page 118
5.2 Principles of curriculum design for general EAP courses......Page 121
5.3 Relating cognitive genres to a syllabus design......Page 126
5.4 A general EAP syllabus unit based on the report cognitive genre......Page 130
5.5 Conclusion......Page 135
6.1 Towards a construct for social genres......Page 138
6.2 Social genres and context......Page 141
6.3 Social genres and epistemology......Page 142
6.4 Social genres and writer stance......Page 145
6.5 Social genres and the staging of content......Page 147
6.7 Summary of social genre knowledge......Page 149
6.8 Relating social and cognitive genre knowledge to EAP writing courses......Page 151
6.9 Conclusion......Page 159
7.0 Introduction......Page 160
7.1 The sample course unit: syllabus......Page 161
7.2 Results sections: social genre focus......Page 162
7.3 Results sections: cognitive genre focus......Page 168
7.4 Conclusion......Page 176
References......Page 180
Appendix 1 Crombies interpropositional relations......Page 194
Appendix 2 Corpus study: selection method, population and sample......Page 195
Appendix 3 Instructions for the administration of the four writing tasks......Page 197
Appendix 4 Example of an analysed script from Study 2......Page 198
Appendix 5 Results sections corpus......Page 199
F......Page 200
M......Page 201
T......Page 202
W......Page 203
