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Author Topic: ESL College Writing: Genres that Work in the Classroom (TESOL Convention 2015)  (Read 1257 times)

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Offline jiaxinxu

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Genres that Work in the Writing Classroom
This title is presented in the TESOL Conference Toronto, 2015
This session is presented by Monica Farling & Nigel Caplan, University of Delaware English Language Institute. The following is a summary and my own feedbacks on this section.
Believing that teaching/learning is “Guidance through interaction in the context of shared experience” (Martin, 2009), two presenters are opposing TBLT, believing that teachers need to present a sample writing for students at the first place before students can write on their own. In practice, they create a writing with students together before giving them similar writing tasks to write on their own.
More details about how they conduct a “joint construction” of restaurant review with students are shown in both the linked handout and the slides. Then, students write on their own. The presentation also shows other genres that worked in classrooms such as “letter of complaint to a landlord”.
While this way of teaching presents students the necessary knowledge and skills to create a piece of writing in demonstrated genre, I questioned whether the model will limit students’ creativity. If students simply copy the structure and style from the writing modal, they may lose chances to create more original writing using the most suitable style and structure on their own. Meanwhile, I wonder if students will lose the ability to think more actively on the writing.
However, I am still inspired by the way the teachers have created and demonstrated the tasks to students. Even though the lessons are still quite controlled, the instructors have figured out ways to bring more active learning in the design of class activities and writing tasks.