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ERIC Number: EJ1152496
Record Type: Journal
Publication Date: 2017-Sep
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1056-7941
A Dozen Heads Are Better than One: Collaborative Writing in Genre-Based Pedagogy
Caplan, Nigel A.; Farling, Monica
TESOL Journal, v8 n3 p564-581 Sep 2017
Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a genre are made explicit to learners through analysis of mentor texts (deconstruction), following which teachers and students together compose a new text in the target genre (joint construction), and only then do students write their own texts (independent construction). The authors describe how they implemented the TLC in a high-intermediate intensive course in English as a second language by redesigning traditional five-paragraph essay assignments into meaningful genre instruction. Examples discussed include online product reviews, professional emails, and restaurant reviews. The key stage of the TLC, teacher-led, whole-class collaborative writing, is shown to promote the development of language and writing skills by making linguistic, rhetorical, and strategic choices visible. As a result, students appear to internalize language they have negotiated in the joint construction and transfer their learning to subsequent independent writing. The authors conclude with implications of genre-based pedagogy for writing instruction in different educational contexts.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A