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    Inside Writing

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    Khalil Abdulhameed
    Inside Writing

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    Inside Writing

    Uploaded by

    Khalil Abdulhameed
    506 views45 pages
    Inside Writing

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    © © All Rights Reserved

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    Inside Writing

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    506 views45 pages

    Inside Writing

    Uploaded by

    Khalil Abdulhameed
    Inside Writing

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 45
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    The key takeaways are that genre-based writing instruction uses a teaching-learning cycle of deconstruction, joint construction, and independent writing to teach students different genres like company profiles, personal narratives, and argument essays.

    The teaching-learning cycle in genre-based writing instruction involves three stages - deconstruction (analyzing models), joint construction (collaborative writing), and independent writing.

    The three stages of the teaching-learning cycle are deconstruction (analyzing models), joint construction (collaborative writing), and independent writing.

    Mastering Genres with Inside Writing

    Nigel A. Caplan ([email protected])


    Assistant Professor

    TESOL 2015
    Toronto
    Agenda

    • Understanding Genre
    • The Teaching/Learning Cycle in Inside Writing
    – Deconstruction (Analyze models)
    – Joint Construction (Collaborative writing)
    – Independent Writing
    • Inside Writing Resources
    Understanding Genre
    What do you write?

    3
    Understanding Genre
    Writing is transitive

    We don’t just write

    We write something to someone for some purpose

    We write in genres

    4
    Understanding Genre
    So, what is a genre?

    • easily recognized by members of a community

    5
    Understanding Genre
    So, what is a genre?

    • easily recognized by members of a community


    • a social purpose

    6
    Understanding Genre
    So, what is a genre?

    • easily recognized by members of a community


    • a social purpose
    • recurring way of using language

    (Hyland, 2007)

    7
    Understanding Genre
    Teaching genres

    Teachers need to create opportunities for students to write


    different types of texts and help them focus on how those
    texts are most effectively constructed so that students can
    extend their repertoires and make register choices that
    realize new and more challenging genres.

    (Schleppegrell, 2004)

    8
    Understanding Genre
    Not all essays have five paragraphs

    Rhetorical Mode Genres in Inside Writing


    Description Company profile
    Observation report
    Information pamphlet
    Architecture review
    Narrative Personal narrative
    Research paper (methods section)
    Movie synopsis
    Argument Fundraising letter
    Business proposal
    Argument essay (thesis-driven)
    Discussion
    Challenge

    9
    Understanding Genre
    But you do teach the 5-paragraph essay, right?

    10
    Understanding Genre
    But you do teach the 5-paragraph essay, right?

    Yes, we teach lots of essays!

    11
    Understanding Genre
    But you do teach the 5-paragraph essay, right?

    Yes, we teach lots of essays!


    But they don’t all have five paragraphs!

    12
    Understanding Genre
    But you do teach the 5-paragraph essay, right?

    • Argument essay
    • Persuasive essay
    • Challenge essay
    • Discussion essay

    13
    Understanding Genre
    But you do teach the 5-paragraph essay, right?

    And the elements of essays:

    14
    Understanding Genre
    But you do teach the 5-paragraph essay, right?

    And the elements of essays:


    • Thesis statements
    • Introductions, conclusions
    • Paragraph development, cohesion, and unity

    15
    The Teaching-Learning Cycle

    (Martin, 2009;
    Rothery, 1996)

    16
    The Teaching-Learning Cycle
    Inside Writing

    • Deconstruction
    (Analyze Writing)
    • Joint Construction
    (Collaborative Writing)
    • Independent Writing

    17
    The Teaching-Learning Cycle
    Inside Writing

    • Deconstruction
    (Analyze Writing)
    • Joint Construction
    (Collaborative Writing)
    • Independent Writing

    + Writing Skills
    + Grammar
    + Target Vocabulary (AWL)

    18 Genre-Based Writing Instruction – Nigel Caplan – October 24, 2014


    The Teaching-Learning Cycle

    (Martin, 2009;
    Rothery, 1996)

    19
    Deconstruction
    Analyzing Models: Genre

    • What type of text is it?


    • Who writes it? When? For whom? Why? Where is it used?
    • What are the typical stages of the genre?
    • Do writers always follow all the stages?

    20
    Deconstruction
    Analyzing Models: Organization

    • How are paragraphs structured?


    • How are ideas logically connected?
    • How are conjunctions and other cohesive devices used?

    21
    Deconstruction
    Analyzing Models: Language

    • How are clauses combined?


    • What types of nouns are used?
    • What types of verbs are used?
    • How much hedging is used?

    (da Silva Joyce & Feez, 2012)

    22
    Jenny Bixby & Nigel Caplan, Inside Writing 2.
    © Oxford University Press, 2014
    Deconstruction: Product Review

    Stage
    Title
    Context
    Description
    Evaluations
    Supporting Reasons
    Recommendation
    and stars

    24
    Deconstruction: Product Review

    Stage Purpose
    Title Attract attention
    Context Establish ethos
    Description Inform readers
    Evaluations Express opinions
    Supporting Reasons Persuade readers
    Recommendation Call to action
    and stars

    25
    Deconstruction: Product Review

    Stage Purpose Language


    Title Attract attention Not a sentence
    Context Establish ethos Present perfect verbs
    Use of “I”
    Description Inform readers Adjectives
    Present tense verbs
    Coordinating conjunctions
    Evaluations Express opinions Evaluative language
    Relative (adjective) clauses
    Supporting Reasons Persuade readers Subordinating conjunctions
    Recommendation Call to action Adverbs
    and stars Modal verbs

    26
    Deconstruction: Vocabulary Focus

    27
    Deconstruction: Vocabulary Focus

    28
    Deconstruction: Grammar

    29
    Deconstruction: Grammar

    30
    The Teaching-Learning Cycle

    (Martin, 2009;
    Rothery, 1996)

    31
    Joint Construction (Collaborative Writing)

    • Opportunities for scaffolding


    • Talk about the L2 in the L2 promotes acquisition of the L2
    • Talk about the genre can lead to mastery
    • Texts written collaboratively are better
    • It’s fun

    (Donato, 2004; Dreyfus, Macnaught, & Humphrey, 2011; Rose & Martin, 2012; Storch, 2013)

    32
    Collaborative Writing Tasks

    1. Write a short text in pairs/groups


    2. Rewrite a bad paragraph
    3. Put jumbled sentences in order
    4. Write a text from notes
    5. Information gap
    6. Whole-class Joint Construction

    (Feez, 1988)

    33
    Let’s Write … Together!

    34
    What happens during Joint Construction?

    • Reviewing the genre stages


    • Eliciting words, phrases, and sentences
    • Recasting sentences
    • Expanding on sentences
    • Explaining language choices
    • Developing strategies

    (Caplan, MacArthur, & Phillippakos, 2014; Dreyfus et al., 2011)

    35
    The Teaching-Learning Cycle

    (Martin, 2009;
    Rothery, 1996)

    36
    Independent Writing
    Writing Processes

    • Brainstorm ideas
    • Plan using the genre stages
    • Integrate grammar and vocabulary
    • Draft
    • Peer review
    • Revise
    • Self-edit
    • Review

    37
    Independent Writing
    Academic writing can be creative, too!

    • Company profile
    • Fundraising letter
    • Blogs and discussion boards
    • Short-answer test questions (OK, less fun)
    • Movie treatment
    • Business proposal
    • Editorial
    • Public service announcement
    • Case analysis
    • News stories
    38
    www.oup.com/elt/teacher/insidewriting

    39
    “About the Genre”
    Descriptions and
    Worksheet

    40
    Sample Units

    41
    My essay about
    genre-based
    pedagogy

    42
    Inside Writing Competition
    … and the winner is …

    Thao Tran
    Bac Lieu University, Vietnam
    Cupcake House
    Small Cake – Big Joy
    Cupcake House is an energetic and dynamic company which specializes in
    foodservice retailer serving approximately 7 million customers. Founded
    in 2010 it has gone from strength to strength with an increase in bottom
    line profits of $1.2 m over the past 12 months and a growth of 32%
    within the past 4 years. Our long-term vision is to bring delicious, healthy,
    and fast foreign cuisine to Vietnamese people.
    Cupcake House is a foodservice retailer with over 3 locations serving
    approximately 7 million customers each day. More than 80% of Cupcake
    House’s bakeries in Ho Chi Minh City are owned and operated by
    independent local business men and women. Our goal is to become
    customers' favorite place and offer the best quality products and services
    to convey the message that cupcakes are not only best-served for dessert,
    but also the way for people to express their feelings to the ones they love.
    Due to the demands of enjoying variety of food along with the
    excitement of experiencing new things in Ho Chi Minh City, Cupcake
    House was born to fully satisfy customers’ needs.
    Any questions?

    Mastering Genres with Inside Writing

    Nigel A. Caplan

    [email protected]
    www.oup.com/elt/teacher/insidewriting
    http://nigelteacher.wordpress.com

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