process approach to the genre based approach to teaching writing, because of the dissatisfaction arisen from the use of the previous approach. A genre is defined by Swale (1990:58) as “a class of communicative events, the members of which share some set of communicative purposes”. This definition implies that there are certain conventions or rules that are related to a writer’s purpose. In other words, the mainstay of any situation is the purpose, that is, different types of writing or genres are used
Hong Kong first learn to write arguments in their first language in junior secondary and then move onto English argumentative essays in senior secondary. Many of them find it difficult to write an argumentative essay in English. Even in L1 context, writing an argument is a challenging task for a majority of students as they have difficulty in recognizing and applying argumentative text structures and supporting claims with relevant reasons (Newell et al., 2011). Whereas in L2 context, similar findings
Related Literature Language pedagogy has experienced three major approaches in writing: the product, the process, and the post process (genre) writing approaches. The product approach This approach aimed to underline form and syntax and the stress was on rhetorical drills (Silva, 1990).It encourages students to produce an end product which may be likened to a model essay normally provided by teachers. The main aim of the approach is to provide some linguistic knowledge to language students. It mainly highlighted
stated that, “argumentation is one of the genres which is key for full participation in society”. This genre of writing is the most crucial in academic writing especially at the tertiary level. Students are supposed to argue for their stand point in order to convince the readers. However, most ESL/EFL students struggle with the various difficulties in writing argumentative essays. They are unable to write due to insufficient skills in argumentative writing. Toulmin (1958, as cited in Connor, 1987)
well-established language conventions. In contrast to written corrective feedback, other types of feedback address different aspects and/or features of writing than correctness or incorrectness. In the case of argumentative writing, for instance, feedback may be provided in the form of suggestions for possible improvements. As a case in point, a writing instructor could suggest that student writers strengthen their arguments by adding supportive evidence. Similarly, feedback could be given by raising
mistakes like substituting, adding and eliminating some words and mispronouncing, but from the teachers' point of view, the causes of reading difficulties contained psychological factors, communication and language problems . A study " The students' genre awareness and their reading comprehension of different text types" which conducted by
various universities which offer graduate courses in English language teaching and general linguistics. Students who enter such programs can graduate upon being successful in writing and defending their master’s thesis. Therefore, thesis writing seems to be a crucial part of such educational system. 1.2 Statement of the Problem Genre analysis has been recently so popular among researchers and scholars (Bhatia 1993, Swales
Second language (L2) writing has always been a difficult area for second language learners and a interesting topic for second language researchers. Research on the L2 writing process has begun to thrive since the early 1980s. L2 writing is a complex process of discovery which involves brainstorming, multiple drafting, feedback practices, revision, and final editing. It is different from L1 writing, because L2 writers have more than one language at their disposal (Wang & Wen, 2002). There are two
Research on writing has been classified according to its focus on four distinct yet interrelated aspects of writing: the written texts themselves, the form of written products, the composing process, and the method that people interact with their sociocultural contexts when writing (Cumming, 1998). The following are descriptions of these four research emphases. Focus on the written texts: One group of studies focuses on the texts that writers produce, for example, contrastive rhetorical analyses
A sub-genre of pop-rap has emerged in recent years that combines the individualism of rap and the catering to the masses that pop provides. Pop-rap has become a mainstream success. The success shows with its growth as a genre. Drake is a pioneer of the pop-rap genre. As a pop artist he started collaborating with rappers to enhance his songs. Giving them a few lines with a change of beat. This is now commonplace in pop-rap. The mold was created, and is now being followed by the rest. Trying to differentiate