Genre and Genre-Based Second Language Writing Instruction
In this book review article, I discuss three recent works on genre and using genre-based approaches to teaching second language (L2) writing (Hyland, 2003, 2004; Swales, 2004). Following a detailed summary of Hyland’s Genre and second language writing, I examine how these three works provide theory and research-based methods for teaching L2 writing, particularly for teaching English for Academic Purposes (EAP), English for Specific Purposes (ESP) and English for Research Purposes (ERP) writing classes in various post-secondary contexts (e.g. pre-university preparatory, undergraduate EAP, graduate research writing classes). In addition, I will discuss the constraints of applying genre approaches in writing classrooms.
Given the scope of this article, I have omitted in the review other recent books on genre and L2 writing (e.g. Johns, 2002; Paltridge, 2001). However, I acknowledge and praise invaluable contributions to genre analysis and genre-based writing instruction from scholars such as Ann Johns, Brian Paltridge, Sarah Benesch, Christine Casanave, to name just a few. Their works have made the field of genre and L2 writing flourish. I begin the review with Hyland’s Genre and second language writing because this book presents a focused discussion of research-based theory and pedagogy that can guide genre-based L2 writing instruction to different student populations. Readers with a solid foundation in L2 writing theory and practice presented in Hyland’s Second language writing and with an interest in teaching advanced research genres detailed in Swales’ Research genres: exploration and applications can readily apply the principles in Genre and second language writing to their teaching of L2 writing in general, and EAP, ESP and ERP writing in particular. Genre and second language writing provides ‘a synthesis of theory, research, and practice specifically devoted to an understanding of genre theory and its relevance for the second language writing class’ (p. 1). The book serves ‘as a resource not only for students of writing and teachers in training but also for experienced teachers of EFL/ESL writing who are perhaps sceptical of genre approaches or who are looking for ways of introducing such approaches into their classes’ (p. 2).
With his intention of offering comprehensive information on genre theory and the essential elements of designing and implementing a genre-based writing curriculum, Hyland focuses on various instructional aspects (Chapters 4-6) after providing theoretical foundations (Chapters 1-3) for genre-based approaches. He concludes the book by suggesting approaches that teachers can utilise to carry out their own genre analyses (Chapter 7). At the end of each chapter, the author provides a summary of the unit and a useful list of tasks and discussion questions for readers to reflect on and to link with real-world teaching tasks. The sample text analyses and teaching materials (e.g. assessment tasks, scoring rubrics) included in the book are highly practical and some can be adapted for use in writing classrooms.
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