A role for genre-based pedagogy in academic writing instruction?: an EAP perspective
Bruce, I. (2013). A role for genre-based pedagogy in academic writing instruction?: an EAP perspective. TEXT Special Issue 21: Scores from another ground, 21, 1-15.
Permanent Research Commons link: http://hdl.handle.net/10289/8510
In this paper I discuss the use of genre as a theoretical construct in academic writing instruction in the context of English for Academic Purposes (EAP) courses. I begin by considering the notion of discourse competence as a concept that accounts for the knowledge elements and skills employed by expert academic writers, and then consider genre as a way of operationalizing the different elements of discourse competence knowledge for the purpose of writing instruction. I review briefly the diversity of approaches to theorizing genre knowledge, and then present the dual social genre/cognitive genre approach that I have used as a basis for research and course design in an EAP context. I exemplify this model by summarizing the key elements of two studies of research genres in which I have used this model. I conclude with a brief theoretical discussion of the issue of construct validity in relation to using the concept of genre in research that relates to writing instruction.
This article has been published in the journal: TEXT Special Issue 21: Scores from another ground. Used with permission.