Teaching writing by modeling genres through the teaching-learning cycle

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2009
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eng
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application/pdf
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9 pages
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Proceeding of the CamTESOL Coference Conference on English Language Teaching Selected Papers. Vol. 5 (February, 2009), 230-238
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Abstract
Over the last 60 years, the teaching of writing has gone through multiple metamorphoses, from being simply a way to reinforce grammar learning, to encouraging self-expression and the writer's composing process, to focusing on writing the genres of academia and the professions (Silva, 1990). Developed by teacher-researchers in the Hallidayan Systemic-Functional school of linguistics, a multi-step cycle-the 'Teaching-Learning' (Hammond, 1990) or 'Curriculum' (Rose, 2006) Cycle-provides a principled and practical way to teach school-age or adult ESL/EFL students to write the genres that they need in the "real life" of school or the workplace, or for "survival" in their country of immigration (Derewianka, 1990; Rose, 2006). After providing a brief history of writing pedagogy over recent decades and the background of the genre approach, this paper demonstrates how to use the Teaching-Learning Cycle to teach students to write to "Instruction" genre by modeling a very familiar text type, the recipe.
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