Process genre approach to L2 academic writing: An intervention study

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F20%3A00116884" target="_blank" >RIV/00216224:14410/20:00116884 - isvavai.cz</a>

Result on the web

<a href="http://www.xlinguae.eu/issue-n_4_2020.html" target="_blank" >http://www.xlinguae.eu/issue-n_4_2020.html</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18355/XL.2020.13.04.03" target="_blank" >10.18355/XL.2020.13.04.03</a>

Result language

angličtina

Original language name

Process genre approach to L2 academic writing: An intervention study

Original language description

The paper presents the research study of academic writing of Czech university students in an English Language Teacher Education study program. The authors apply an interdisciplinary approach integrating the perspectives of linguistics and language pedagogy in the evaluation of the design of the Academic Writing course and its impact on the development of students’ academic writing skills. Adopting a process genre approach (Badger, White, 2000) to writing instruction as a key design principle, our study combines the genre analysis framework (Swales, 1990) and the intercultural rhetoric perspective (Connor, 2004) to design an innovated academic writing course for graduate students focusing on developing critical thinking skills and context-aware writing. The course, informed by an analysis of the academic writing needs of the students, aimed at familiarizing them with the rhetorical structure of academic texts with a focus on the genre of the Master’s thesis and at introducing them to the academic writing conventions in the area of soft sciences. Piloted in 2019, the course was implemented as a blended course, where the contact sessions were complemented by online support in VLE Moodle. Apart from analyses of written texts, classroom writing, and homework tasks, it also included discourse editing tasks and peerreviewing with peer-reviewer feedback and teacher feedback. We believe that our research findings will shed light on the potential of academic writing courses based on the process-genre approach to contribute to the enhancement of the quality of English academic texts by non-native academic writers, and specifically Czech graduate students.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

60203 - Linguistics

Project

<a href="/en/project/LTC18015" target="_blank" >LTC18015: Researching and teaching academic writing from a cross-cultural perspective</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

XLinguae

ISSN

1337-8384

e-ISSN

2453-711X

Volume of the periodical

13

Issue of the periodical within the volume

4

Country of publishing house

SK - SLOVAKIA

Number of pages

22

Pages from-to

30-51

UT code for WoS article

—

EID of the result in the Scopus database

2-s2.0-85098599954