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Genre Explained presents accessible, research-grounded answers to 40 questions that teachers frequently have about genre-based writing instruction

Table of contents

Table of Contents
Foreword
 
Introduction
 
Part A: Understanding Genre-Based Instruction
1. What are genres?
2. What are the differences between genre and text?
3. What are some genres that students commonly encounter?
4. Is the 5PE a genre?
5. What are the differences between a genre and a mode?
6. What are the differences between a genre and a template?
7. What are the differences between genre and argument?
8. What is genre knowledge?
 
Part B: Introducing Genre-Based Instruction
9. What is genre-based instruction?
10. What is genre analysis?
11. What are the roles of audience and context in genre-based instruction?
12. What is rhetorical moves analysis?
13. What does grammar mean in genre-based writing?
14. What is register?
15. How can grammar, vocabulary, and writing instruction be effectively integrated?
16. How can I teach coherence in genre-based instruction?
17. How can I teach cohesion in genre-based instruction?
18. How can I teach stance in a genre-based classroom?
 
Part C: Designing a Genre-Based Course
19. What is the role of needs assessment in genre-based instruction?
20. What does a genre-based curriculum look like?
21. What does a genre-based unit look like?
22. How do I write a good assignment and prompt?
23. How do I teach students to analyze assignments for other classes?
24. How should I assess genre-based writing?
25. How do I write a genre-based rubric?
26. What is the role of written corrective feedback in genre-based writing?
27. What is the role of reflection in genre-based instruction?
28. How can I help students use their prior knowledge strategically in approaching a new genre?
29. How can I help students critique genres?
 
Part D: Addressing Common Concerns
30. Is genre-based writing instruction only for advanced students?
31. Should I assign “essays” in genre-based instruction?
32. Should I assign “the research paper” in a genre-based curriculum?
33. How can students draw on their multilingual resources in genre-based instruction?
34. What do I do if I’m unfamiliar with the genres that students need to learn?
35. How do I find and use sample texts?
36. What role can emerging multimodal genres play in an academic writing class?
 
Part E: Moving Forward with Genre-Based Instruction
37. How do I encourage colleagues to adopt genre-based instruction?
38. How do I talk about genre with faculty across the disciplines?
39. How do I explain genre to an administrator?
40. What do I read next?

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Description

The idea of teaching writing through genres—rather than, say, through prescriptive forms, templates, and rhetorical modes—is intuitively appealing. Yet many teachers have questions, and they are absolutely right to ask them: What are genres? What is genre-based instruction? What do students write if they don’t write essays? Isn’t it easier to teach and learn five-paragraph essays? What’s the role of language in genre teaching? And many more. These are all excellent questions and ones that new and experienced teachers alike have also struggled with. This book sets out to tackle some of the most common questions that teachers, teacher educators, and administrators may have when moving toward a genre-based teaching approach.

Christine M. Tardy is Professor of English Applied Linguistics at the University of Arizona. 
Nigel A. Caplan is an Associate Professor at the University of Delaware English Language Institute. 
Ann M. Johns is Professor Emerita of Linguistics and Writing Studies at San Diego State University.

"In short, I strongly believe that both seasoned and novice writing instructors, regardless of their previous familiarity with GBI theory, will consider this book a true gem due to its profound insights presented in the most accessible manner possible."
System

- Wei Xu, University of Arizona

"This book offers reader-friendly, accessible answers to some of the most common questions writing teachers in higher education may have about genre and genre-based writing instruction. It does this without oversimplifying the complex nature of genre-based writing instruction. This book will be of use to educators at various stages of their career and with varying levels of familiarity with genre-based approaches. This is a book I know I will come back to regularly and will recommend to others often."
Journal of Second Language Writing

- Angela Hakim, University of Arizona

"This volume offers a comprehensive and insightful exploration of the frequently asked questions and answers surrounding genre-based instruction (GBI). . . . Its comprehensive coverage, practical insights, and analysis of teaching materials make it an invaluable resource for educators seeking to implement effective genre-based instruction strategies."
English for Specific Purposes

- Basim Alamri, English Language Institute, King Abdulaziz University, Saudi Arabia

"Genres are not set in stone; they always evolve to meet changing social needs. Genre Explained gives us the important insight that students are not just empowered by genre conventions; in fact, they can defy them to go beyond a prototypical representation of a genre and take actions appropriate for the 21st century."

- TESOL Quarterly, Sachiko Yasuda, Kobe University