Exploring Students’ Perceptions and Attitudes towards Genre-based Pedagogy Developed in Persuasive Writing Teaching: The Systemic Functional Linguistics Perspective

Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.

Exploring Students’ Perceptions and Attitudes towards Genre-based Pedagogy Developed in Persuasive Writing Teaching: The Systemic Functional Linguistics Perspective

Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.

Expert Validation and Students’ Initial Field Trial Responses toward M-Write Academic Essay Writing Application

<p class="AbstractText">Proficiency in English academic writing is still a problem for many students. However, there are no such digital learning media that facilitates academic writing practices. Considering these problems, this research tried to develop an M-Write application, a learning media that combine metacognitive and process-genre writing exercises. This study aims to determine the feasibility level of M-Write as a website-based academic essay writing application. The method used in testing the feasibility of this product includes the alpha test and beta test. The alpha test was carried out by three English Education experts; each of them assessed the aspects of the content, language use, and design. While the beta test was carried out by 25 students of the Computer Science Faculty, UPN “Veteran” Jawa Timur. The data collection technique was done by using a questionnaire and interview. Data analysis was carried out using quantitative descriptive techniques. The results of this study indicate that the M-Write application reached appropriate criteria in terms of content, language use, and design aspects. The percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. While the results of the applications usage assessment by students also showed that the application was appropriate to be used with an average percentage of 75.9%.</p>

Contributing to VIBE, and Crip Arts Before and Since

cross-genre writing, performance art, transgender, non-apparent disabilities, erotics, activism, immigration

ANALYSIS OF STUDENTS’ REPORT WRITING FROM SFL-GP PERSPECTIVE AND ITS RELATION TO STUDENTS’ PROFICIENCY

Academic writing is one of important skill to have students in tertiary education, including students of Information Technology Diploma. Using Systemic Functional Linguistics Genre Pedagogy (SFL GP), the students report writings are investigated, his research aims at investigating how students comprehend SFL GP in their report writing and find out the relationship between students’ knowledge of SFL GP with their language proficiency. The texts are analyzed using the genre division by Rose and Martin. The results of the analysis will be used to investigate if the knowledge of genre writing for technology-based students is related to their language proficiency. This research contributes to better use of genre pedagogy for science students, more specifically, students of Information Technology.

(((

((( is conceived of not only as a poetry collection and an artist book, but also as a series of actions, a sculpture, an installation, a living object, and a verbal ecosystem. The poetic voyage of (((, recounted in a concrete yet mysterious, abstract yet bodily language, is proposed here in a trilingual English–Italian–French edition. In the spirit of Uitgeverij’s editorial approach, this will allow readers from different parts of the world to discover in their own ways how ((( explores some of the author’s recurring themes through highly innovative poetic and narrative processes: the effects of war on children; technology and surveillance systems; immaterial and unknown phenomena; human emotions and non-human manifestations of nature via undefined objects and bodies, animals, and cosmological landscapes. The three parentheses of the title hint at multiple layers that are opened and never closed: ((( seeks to push language out of its verbal and human boundaries, towards unobservable territories. The genre of this book, although stemming from poetry in the sense of Dichtung, that is, concentration of meaning in highly dense verbal structures, is eminently queer, as it escapes identities and definitions. Through its multidimensional, intense, and surprising writing architecture, ((( explores new conceptual and emotional possibilities in the 21st century, confirming poetry and post-genre writing as powerful forms of inquiry in the contemporary era.

Composing aromanticism

The term "aromantic" describes those who experience little to no romantic attraction to other people, marking a queer identity hardly referenced in either scholarship or popular conversation. Aromanticism's obscurity doesn't only render it difficult for aromantic people to communicate to those who don't identify or aren't familiar with the term -- it also often leaves aromantics themselves uncertain as to how they might put their perspectives and experiences to words (much less music, visual art, and so on). In this thesis, I suggest that both the aromantic community and composition studies might benefit from some manner of allyship or collaboration with each other. While scholars of queer composition have been publishing exciting work for the past several decades on queering form and genre, writing pedagogy, even how success or failure in composing can be imagined as a whole, their scholarship has yet to either acknowledge the aromantic community's presence or incorporate some of its viewpoints. Following such scholars as Jonathan Alexander, Jacqueline Rhodes, and Stacey Waite, I wonder how queering composition might look different if aromanticism were incorporated into it. To do so, I share from my own aromantic experiences and compositions as well as offer overviews on the contemporary aromantic community and composition studies' queer table. The resulting project is a collage of research and something like prose poetry (not to mention drama and visual art), itself a text that takes a hopeful stab at queering form, queerly content as to whether it might succeed or fail in its genre.

Effects of Teaching Lexical Bundles on EFL Students’ Abstract Genre Academic Writing Skills Improvement: Corpus-Based Research Design

Lexical bundles are two or more string of words that co-occur frequently in a corpus. Hence, this corpus-based research design study examines the effects of lexical bundles on English as a foreign language learner’s abstract genre academic writing skills, and it also investigates students’ perception towards lexical bundles instruction to enhance their academic writing skills. Hence, frequent lexical bundles were selected from 70 computer science articles. These articles were selected from 7 journals that were published in reputable, indexed, and through representative criteria. Accordingly, sixteen frequent lexical bundles were selected through corpus analysis software (Laurence Anthony’s Antconc software) for the purpose of classroom instruction. The bundles are intended to help computer science students to develop their abstract genre academic writing skills. Students have instructed their academic writing through corpus informed instruction for two months, and the data were gathered through pre and post-tests and questionnaire. The findings indicated that lexical bundles have a positive effect on students’ academic writing skills, particularly abstract genre writing. Besides, the students have a positive perception of the lexical bundle and the instruction to enhance their academic writing skills. Finally, this research calls attention to discipline-oriented lexical bundles since they are crucial for academic writing.

Professionally-oriented approach to teaching english genre writing to journalism students

The article describes the experience of implementing the innovative programme Basic Journalism Writing (BJW) aimed at B2+-C1 (CEFR) journalism students. The programme was tested among first and second year bachelor students at the Faculty of Journalism, Moscow State University, in 2018-2020. The article analyses a complex methodological approach, which combines elements of Content and Language Integrated Learning (CLIL), process and product writing and Project-Based Learning (PBL). The programme is aimed at improving students’ English writing skills by means of developing journalistic competencies: genre writing, editing, pitching and publishing. In its step-by-step approach it guides the learner from meticulously studying and analyzing texts of various genres, from breaking news and features to opinion articles and reviews, to writing their own articles and publishing them in English language student media created as part of the programme. The article summarizes the results and draws the conclusions about the efficiency of project-based approach to writing for journalism students.

Implementing effective strategies and techniques in teaching foreign language writing in secondary school

The purpose of the following study is to review the literature on the topic and to present a pedagogical experience of integrating effective techniques for developing writing skills in English as a foreign language. The experiment was carried out with 24 eight grade students (experimental group) of the Maths and Science High school “Academician Ivan Gyuzelev” – Gabrovo provided with an intensive learning curriculum for English as a foreign language. The techniques which are applied in the experiment focus on the development of language knowledge (product writing) and teaching students to create written texts by drafting, reviewing, editing and redrafting (process writing). In addition to these, the analysis of the characteristics of an email text type (genre writing) was also used to evaluate the students’ comprehension. The review of literary sources and the presented pedagogical experiment are a part of a didactically experimental model for developing foreign language writing skills.