Genre Approach to Develop Creative Thinking and Writing Skills – Research Paper Example

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The paper "Genre Approach to Develop Creative Thinking and Writing Skills" is a wonderful example of a research paper on education. The purpose of this paper is to make a practical investigation over a bunch of students in a classroom, in order to understand their learning abilities in terms of the cited topic. In this paper, I am going to find out the facilities of the teaching reading or writing with a genre approach. My idea is to discover how through genre approach the system of studying can be well evaluated.

This paper is an attempt to find out some of the concrete solutions to creative thinking and writing skills in terms of the genre approach. This paper is trying to have the analytical proceedings in order to make the students learn their second language that is English through various applicable stages. In order to justify my point, I am considering a class of 15 students for the investigation. All these students speak Cantonese as their first language. I have got 11 males and 4 females in the class and they are aged between 11 and 12.

All these students are learning English as their second language in their first year of secondary school in Hong Kong. The medium of instruction as has been followed here for all subjects is English. Added to this the students are also provided reading materials, but all in English. In order to learn English, they have got 18 lessons in English, each of which lasts for a span of 50 minutes. As all these students are from local primary schools of Hong Kong where Cantonese is used as the medium of instruction in all subjects, they are facing lots of problems in picking up the new language that is English.

As they had very little exposure to the task of writing in English, they are also facing the problem of expressing their thoughts in English. Due to all these hindrances, these students are unable to perform well and their proficiency level is low in terms of vocabulary, reading, grammar & spelling. In order to overcome all these hurdles, these students are given minimal practice to writing in different genres.

All these students are provided with a 'solution-oriented investigation' for the learning of English in the domains of writing, reading, expressing, and above all in communicating. Background WITH Literature review The approach as has been undertaken to have a clear dominance lies in the system originated in L1 writing instruction that is mostly used for English-speaking countries. ESL (English as Second Language)/EFL profession was most popular during the 1980s. The approach has been undertaken under the application of English as a second language. As Zeng puts it to be “ a complicated cognitive process” and “ involves multiple stages can be well demarcated.

These are basically the sections related to pre-writing, drafting, revising, and editing” (2005, p. 67). The process concentrated on the process of creating ideas, composing, and articulating them. It further demanded the initiative in terms of revising them and generating a text (Zamel, 1983a, 165-187). iii. Reflection on practice Application of genre knowledge is very mandatory and it is the best way to make the language get grasped in a more proper and correct way. In this approach, it is very obvious to have initial confusions but examples from the native or the first language can well help it out.

The approach of the genre is defined as “ abstract, socially recognized ways of using language” (Hyland, 2003, p. 21) that is very much dependent on the communicative activities that are very pragmatically employed by members of a particular discourse community (Swales, 1990).

References

Berger, V. (1989). The effects of peer versus self-feedback on ESL students’ between-draft revisions. Unpublished master’s thesis, San Diego State University, San Diego, CA.

Flower, L. (1994). The construction of negotiated meaning: A social cognitive theory of writing. Carbondale: Southern Illinois University Press.

Flower, L. & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.

Hyland, K. (2003). Genre-based pedagogies: A social response to the process. Journal of Second Language Writing, 12.

Johns, A.M. (1997). Text role and context: Developing academic literacies. Cambridge: Cambridge University Press.

Kim, Y. & Kim, J. (2005). Teaching Korean University Writing Class: Balancing the Process and the Genre Approach. Asian EFL Journal Online, 7 (2), http://www..asian-efl-journal.com/june_05_yk&jk.pdf [retrieved on 16. oct. 2008]

Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: University of Michigan Press.

Paltridge, B. (2004). Approaches to teaching second language writing. 17th Educational Conference Adelaide 2004.

http://www.Englishaustralia.com.au/ea_conference04/proceedings/pdf/Paltridge.pdf [retrieved on 16. oct. 2008]

Reppen, R. (2002). A genre-based approach to content writing construction. In J.C. Richards & W.A. Renanda (Eds.). Methodology in language teaching: An Anthology of current practice. New York: Cambridge University Press.

Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

Swales, J.M. (2000). Further reflections on genre and ESL academic writing. Abstract of the keynote presentation to the Symposium on Second Language Writing, Purdue University, Lafayette, IN, September.

Zamel, V. (1983a). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17

Zeng, D. (2005). The process-oriented approach to ESL/EFL writing instruction and research. Teaching English in China, 28(5)

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