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Article: Genre-based pedagogies: A social response to process

TitleGenre-based pedagogies: A social response to process
Authors
KeywordsGenre
Process writing
Social literacy
Writing pedagogy
Issue Date2003
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslw
Citation
Journal Of Second Language Writing, 2003, v. 12 n. 1, p. 17-29 How to Cite?
AbstractProcess theories have been extremely influential in the evolution of L2 writing instruction. Responding to purely formal views of writing, proponents borrowed the techniques and theories of cognitive psychology and L1 composition to refine the ways we understand and teach writing. While remaining the dominant pedagogical orthodoxy for over 30 years, however, process models have for some time found themselves under siege from more socially-oriented views of writing which reject their inherent liberal individualism. Instead, genre approaches see ways of writing as purposeful, socially situated responses to particular contexts and communities. In this paper, I discuss the importance of genre approaches to teaching L2 writing and how they complement process views by emphasising the role of language in written communication. © 2002 Elsevier Science Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/130178
ISSN
2015 Impact Factor: 1.744
2015 SCImago Journal Rankings: 1.755
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:36Z-
dc.date.available2010-12-23T08:47:36Z-
dc.date.issued2003en_HK
dc.identifier.citationJournal Of Second Language Writing, 2003, v. 12 n. 1, p. 17-29en_HK
dc.identifier.issn1060-3743en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130178-
dc.description.abstractProcess theories have been extremely influential in the evolution of L2 writing instruction. Responding to purely formal views of writing, proponents borrowed the techniques and theories of cognitive psychology and L1 composition to refine the ways we understand and teach writing. While remaining the dominant pedagogical orthodoxy for over 30 years, however, process models have for some time found themselves under siege from more socially-oriented views of writing which reject their inherent liberal individualism. Instead, genre approaches see ways of writing as purposeful, socially situated responses to particular contexts and communities. In this paper, I discuss the importance of genre approaches to teaching L2 writing and how they complement process views by emphasising the role of language in written communication. © 2002 Elsevier Science Inc. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslwen_HK
dc.relation.ispartofJournal of Second Language Writingen_HK
dc.subjectGenreen_HK
dc.subjectProcess writingen_HK
dc.subjectSocial literacyen_HK
dc.subjectWriting pedagogyen_HK
dc.titleGenre-based pedagogies: A social response to processen_HK
dc.typeArticleen_HK
dc.identifier.emailHyland, K:khyland@hku.hken_HK
dc.identifier.authorityHyland, K=rp01133en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/S1060-3743(02)00124-8en_HK
dc.identifier.scopuseid_2-s2.0-0038261857en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0038261857&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume12en_HK
dc.identifier.issue1en_HK
dc.identifier.spage17en_HK
dc.identifier.epage29en_HK
dc.identifier.isiWOS:000182173300002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.citeulike241014-

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