Teaching Writing to Ip Learners Following The Genre-based Approach

In today's digital age, the art of writing often seems overshadowed by technology. However, the ability to write meaningfully remains a critical skill for learners. Research conducted by Susan Lee Pasquarelli highlights the effectiveness of a genre-based approach to teaching writing, particularly among middle school students. Her findings revealed that when students were taught to write using this method, they demonstrated notable improvements in three key areas: addressing a specific audience, maintaining a consistent purpose throughout their writing, and organizing their ideas cohesively.

Pasquarelli's study involved eight students and emphasized the importance of focusing on one genre at a time. This method allows for a comprehensive instructional process that combines the essential components of writing. According to prominent educators Calkins, Graves, and Weaver, an effective writing program encompasses three fundamental elements: the recursive stages of the writing process (planning, drafting, editing, publishing, and sharing), adherence to English language arts conventions (grammar, spelling, and mechanics), and an understanding of the nature of different writing genres.

By integrating these components into a genre-based approach, educators can guide students through each stage of writing while simultaneously teaching them about the specific characteristics of various genres. Below is a breakdown of the traditional writing process stages, along with the elements of writing genres:

Traditional Writing Process Stages

1. Reading an exemplary piece in the chosen genre to help students understand its structure and style.
2. Using inquiry-based instruction to analyze the elements and characteristics of the genre.
3. Guiding students in the planning phase, which includes:

• Topic selection
• Purpose definition
• Audience identification
• Writing engaging leads
• Verbal rehearsal
• Brainstorming and recording ideas

Planning is a critical phase that can occur at any point in the writing process. Once students have developed their ideas, they proceed to drafting their piece:

Drafting the Writing Piece

• Students practice drafting through guided and independent exercises.
• Drafting can take place at various stages of the writing process.

After drafting, the next step is to revise the written piece:

Revising the Written Work

• Encourage students to self-revise their work and engage in peer conferencing.
• Provide mini-lessons on revision techniques as needed.
• Students should work on multiple drafts using the strategies learned.
• Revision can occur at any stage of the writing process.

Following revision, students must learn to edit their writing:

Editing the Writing Piece

• Ensure that students know how to proofread for grammatical errors and engage in peer discussions to finalize edits.
• Repeat mini-lessons on editing as necessary.
• Editing can happen at any point during the writing process.

Once the editing phase is complete, students prepare to publish their work:

Publishing the Written Work

• Students make final changes to their writing, including the creation of title pages, charts, or other supplementary materials.
• Provide opportunities for students to share their work, whether in class, in a library, or through a school newspaper.

Evaluating the Writing Piece

• Students engage in self-evaluation using a rubric provided by the teacher.
• Teachers assess student work with a rubric scale.
• Students set personal goals based on their evaluations.

According to Hayes (2000), the writing process is inherently recursive, meaning that as students write, they often revisit and revise previous sections. After completing a draft, it is essential for students to reflect on their word choice, sentence structure, and overall organization. This iterative process culminates in a final version, which undergoes additional rounds of revision and editing. Throughout this study, it became evident that students often skip vital steps in planning and prewriting when left to their own devices. Therefore, it is crucial for educators to teach students the importance of following the genre-specific writing process until it becomes second nature.

Dr. Jeremy Koay's research further underscores the advantages of genre-based writing instruction. He argues that while many believe that anyone can write if they can construct grammatical sentences, the reality is more complex. When students are tasked with writing in a specific genre without prior knowledge of its structure or requirements, they may struggle to produce coherent work. By teaching writing through a genre-based lens, students receive clear examples and guidance, enabling them to navigate the writing process more effectively. The genre-based approach involves breaking down the writing task into manageable steps, ultimately leading to a polished final piece.

In my experience with three practical teaching sessions, I have observed that many students struggle with vocabulary and sentence structure. When instructed to write, they often disregard the guidelines provided, opting for a rushed approach just to complete the assignment. However, the genre-based model compels students to think critically, plan thoroughly, draft diligently, seek peer feedback, edit, and ultimately produce a refined piece of writing.

Implementing a genre-based teaching strategy not only helps students develop their writing skills but also sets them up for success rather than failure. The primary drawback of this approach is its time-consuming nature, which can pose challenges in meeting the curriculum standards outlined in the CAPS model. As a result, detailed planning is essential to ensure that all necessary topics are covered, and students feel confident in their understanding of the tasks at hand.

Conclusion

In summary, teaching writing to learners using a genre-based approach is a powerful method for enhancing their writing abilities. By focusing on the distinct characteristics of various genres and guiding students through each stage of the writing process, educators can foster a deeper understanding of writing. This approach not only improves students' writing skills but also instills in them a sense of confidence and competence in their ability to communicate effectively.

References

1. Pasquarelli, S. L. (2006). Genre-Based Writing Instruction: A Study of Middle School Students.
2. Calkins, L. M., Graves, D. H., & Weaver, C. (2006). The Writing Workshop: Teaching Writing in the Elementary Classroom.
3. Hayes, J. R. (2000). A New Framework for Understanding Cognition and Writing.
4. Koay, J. (2020). The Importance of Genre in Writing Instruction.