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dc.contributor.authorBruce, Ian
dc.date.accessioned2014-02-12T04:01:12Z
dc.date.available2014-02-12T04:01:12Z
dc.date.issued2013
dc.identifier.citationBruce, 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.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/8510
dc.description.abstractIn 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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.relation.urihttp://www.textjournal.com.au/speciss/issue21/Bruce.pdfen_NZ
dc.rightsThis article has been published in the journal: TEXT Special Issue 21: Scores from another ground. Used with permission.en_NZ
dc.subjectwritingen_NZ
dc.subjectEnglish for academic purposesen_NZ
dc.subjectdiscourse competenceen_NZ
dc.subjectsocial genreen_NZ
dc.subjectcognitive genreen_NZ
dc.titleA role for genre-based pedagogy in academic writing instruction?: an EAP perspectiveen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfTEXT: Special Issue: Scores from another ground: Writing in New Zealanden_NZ
pubs.begin-page1en_NZ
pubs.elements-id38970
pubs.end-page15en_NZ
pubs.issue21en_NZ
pubs.volume.en_NZ


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