My webinar on Genre-Based Writing Instruction on Friday, October 24, is now available as an archived recording. The quality is a bit choppy, but you should get the general idea. I am also often available to give live professional development workshops and presentations!
The webinar was hosted by Oxford University Press to introduce the pedagogy behind OUP’s new textbook series, Inside Writing. I explained the stages of the Teaching/Learning Cycle and demonstrated how we use it to teach academic, realistic genres such as product reviews, arguments, summaries, and data commentaries. We even did a successful Joint Construction: collaborative writing with a worldwide audience of over 100 people I couldn’t see interacting via a chat box!
In part 3 of my series of posts on genre-based (ESL) writing pedagogy, we arrive at the heart of the Teaching/Learning Cycle. In the first stage, the teacher guided students to analyze, or deconstruct, the target genre for its organization, purpose, and language. Now, students collaboratively write a new text in that genre. Although there are different ways to do this collaborative writing, the Australian literature in particular focuses on one activity: teacher-led, whole-class Joint Construction. Continue reading “The crux of the genre: Joint Construction”
This post is the second in a series of blogs I’m writing with an introduction to genre-based writing instruction to coincide with the launch of Oxford’s new writing textbook series, Inside Writing. Last time, I talked about how to shift your focus from a rhetorical view of writing 5-paragraph essays to a genre-based concern with how language is used in different social contexts, including the context of schooling.
In this post, I’d like to move into classroom practice: how do you help students learn to write in your target genre? The method I use is a well-developed technique that originated in Australian middle schools called the “Teaching-Learning Cycle” (Rothery, 1996)*. Typically, this starts with an activity they call “Deconstruction,” which is basically a teacher-led analysis of several writing models to help students deduce staging (the typical structure of information) and features of the language used (especially for ESL or other linguistic minority populations). I happened to hear a great example of this on NPR recently about a 6th-grade English class in Chicago. One of the merits of the new Common Core State Standards in both English Language Arts and other disciplines is a great deal of interest in genres of writing. Notice that the students already have a pretty sophisticated understanding of genre — they know that argument is different from persuasion. Now, they look at examples of arguments about about banning cell phones in school (I used almost exactly the same topic, except set at a university, for a unit in Inside Writing!)
Continue reading “Jumping into Genre”
To mark the publication of Inside Writing, a series of genre-based writing textbooks from Oxford University Press, I’m writing a series of blog posts about my understanding of genre-based writing pedagogy. Today’s post is inspired by a conversation I had in the faculty lounge yesterday. A colleague told me he was interested in breaking away from (your friend and mine) the five-paragraph essay, but he wasn’t sure where to start. After the break, I’ll tell you …
Continue reading “Starting out with genre-based writing instruction”