Writing genres

 

Async 9 - Writing Genres

As teachers we have many means to support our students to become better English writers. One way we can support their writing proficiency is by focusing on different genres. To effectively support the students’ written English proficiency in various genres, English teachers can draw upon the insights of scholars like Pauline Gibbons (Gibbons, 2015) and Lund & Villanueva (Lund & Villanueva, 2020) . Incorporating diverse genres into the curriculum not only enriches the language skills of the pupils, but also helps them develop a deeper understanding of different modes of expression and communication in English. Gibbons emphasizes the importance of providing authentic writing tasks that mirror real-world contexts, such as composing emails, reports or essays. This approach enables students to engage with language in meaningful ways and understand the conventions and purposes of different genres while also fostering communicative competence. When the writing has a purpose, the students are likely to be more motivated to do the task.

Villanueva’s perspective underscores the significance of cultural and linguistic diversity in writing instruction. English teachers, who teach English as a second language, can honor students’ linguistic backgrounds by exploring a range of genres that reflect their experiences and cultural identities. By taking advantage of the students’ existing linguistic knowledge, teachers can create a more supportive learning environment, where students feel empowered to express themselves in writing without feeling pressured to conform to a single standard.

Practical strategies for integrating genres into English instruction include:

    1.    Genre Analysis: Guide students in analyzing various genres to understand their structural features, language conventions, and communicative purposes. By dissecting texts ranging from formal academic essays to informal social media posts, students can gain insights into the different ways language is used to achieve specific communicative goals.

    2.    Genre-Based writing Assignments: Assign writing tasks across different genres, such as narratives, opinion pieces, or persuasive texts etc., allowing students to practice and master each genre. Providing clear guidelines and expectations for each genre empowers students to navigate various writing situations with confidence. Spelling and grammar is not as important here. Not in the early stages. It is important that the students gain practice and confidence when writing.

    3.    Scaffolded Writing Activities: Provide scaffolding and support as students navigate different genres. This can be done by including model texts for the pupils to study or by writing templates. The teacher should give feedback on drafts all through the writing process.

By gradually removing scaffolds as students become more proficient in each genre encourages independence and autonomy in their writing, which again boosts their confidence.

    4.    Peer collaboration: By encouraging peer collaboration and peer feedback the teacher can help the students to refine their writing skills within the different genres. Peer workshops and group projects provide opportunities for students to learn from each other’s strengths and perspectives while honing their own writing abilities.However some students may not appreciate their peers reading their work, because it shows their weaknesses. These students should not be forced to share their work.

    5.    Authentic assignments: The use of authentic assessment measures, such as portfolio assignments or real-world writing tasks, to evaluate students’ proficiency across diverse genres. Authentic assignments not only gauge students’ language skills but also their ability to effectively communicate in real-world contexts, preparing them for future academic and professional endeavors.

By prioritizing genre-based instruction, English teachers can equip students with the linguistic flexibility and cultural awareness, which is necessary in order for them to effectively communicate in English in various different contexts. Embracing diversity in language and genre empowers students to become confident and competent writers who can navigate the complexities of language with skill and confidence.

We unfortunately didn’t have the opportunity to test out a specific design programme for a class, since none of us in the group could gain access to a classroom which was available, but we managed to design a two-week programme aimed at 4th grade based on the 5 Practical strategies for integrating genres into English instruction presented above and also “faghæfte for Engelsk” which will be mentioned below the programme.

Week 1: Genre Analysis and Exploration

Day 1-2: Introduction to Genre Analysis

• Activity 1: Class discussion on different writing genres, their purposes, and where we encounter them in everyday life.

• Activity 2: Reading and analyzing a short narrative, opinion piece, and persuasive text as a group.

• Activity 3: Group discussion on the unique features and language conventions of each genre.

Day 3-4: Genre-Based Writing Assignments

• Activity 4: Assigning short writing tasks for each genre (e.g., a personal narrative, an opinion paragraph, a persuasive pitch).

• Activity 5: Providing guidelines and expectations for each assignment, focusing on creativity and expression over grammar.

• Activity 6: Peer sharing of initial drafts, with an emphasis on constructive feedback and insights.

Day 5: Peer Collaboration Introduction

• Activity 7: Discussing the benefits of peer collaboration and sharing examples of successful collaborations.

• Activity 8: Group brainstorming session on effective peer feedback strategies.

• Activity 9: Pairing students for future peer collaboration assignments.

Week 2: Scaffolded Writing Activities and Authentic Assignments

Day 6-7: Scaffolded Writing Activities

• Activity 10: Providing model texts for each genre along with writing templates.

• Activity 11: Teacher-led feedback sessions on initial drafts, emphasizing strengths and areas for improvement.

• Activity 12: Peer collaboration sessions for additional feedback and refinement.

Day 8-9: Peer Collaboration and Authentic Assignments

• Activity 13: Peer workshops where students share their work, provide feedback, and discuss insights.

• Activity 14: Group projects that apply writing skills in real-world contexts (e.g., creating a persuasive poster or writing a collaborative story).

• Activity 15: Class discussion on the importance of constructive criticism and learning from peers.

Day 10: Final Showcase and Reflection

• Activity 16: Students showcase their best work from each genre, discussing their writing journey.

• Activity 17: Reflective class discussion on the challenges faced, lessons learned, and personal growth.

• Activity 18: Introduction to the concept of portfolios and real-world applications of diverse writing skills.

The program integrates genre-based writing assignments to fulfill the educational guidelines and frameworks’ (Børne- og undervisningsministeriet, 2019) expectations of practical language application. Assignments encompass narratives, opinion pieces, and persuasive texts, providing students with opportunities to practice and refine their writing skills. The “faghæfte” also encourages collaborative learning and the application of language skills in authentic contexts. Peer collaboration activities and group projects included in this program facilitate cooperative learning, aligning with our design programme’s vision of preparing students for real-world communication scenarios.

Literature

Børne- og undervisningsministeriet, (2019). Faghæfte for Engelsk 2019

Gibbons, P. (2015): Scaffolding Language, Scaffolding Learning (Heinemann)

Lund, R. E. , Villanueva, M.C.. (2020). Writing in English. I C. Carlsen (Red.), Teaching and Learning English (2. Edition, s. 122–140). Cappelen Damm Akademisk.