I hadn’t seen the teaching learning cycle till yesterday when I quickly flicked through a handout that OUP sent out for a webinar they’d organized last week on Genre-based Writing Instruction. It’s such a simple but elegant way of framing a writing lesson. This is essentially what I do in most of my writing lessons. I’ve never been too comfortable with all that cumbersome staging that’s generally expected when teaching writing.
Some of the suggested tasks for each stage include:
- Analyse the genre of the model (What type of text is it? Who is the audience? What are the features of this genre?)
- Analyse organization (How are paragraphs structured? How are ideas logically connected? How is cohesion achieved?)
- Analyse language (How are clauses combined? What types of nouns or verbs are used? Has the writer used hedging devices?)
- Analyse how language might differ across the sections of the text and vary by purpose.
- Analyse vocabulary and word choice.
- Write a short text in pairs or groups
- Rewrite a poorly written paragraph
- Order jumbled sentences
- Write a text from notes
- Complete an information gap exercise
- Participate in whole-class joint construction
- The tasks suggested here largely conform to the stages of a process writing lesson – brainstorm, plan, draft, peer review, revise etc.
- The original source of the image is Martin, J.R. Genre and Language Learning: A Social Semiotic Perspective in Linguistics and Education, Vol. 20, Issue 1, 2009. However, I got the image and the classroom tasks from the OUP webinar handout on Genre-Based Writing Instruction, Oct 24, 2014.