A Refocused Approach to Writing Instruction

Lisa Nazarenko; Gillian Schwarz

doi:10.1558/wap.v2i1.103

Writing and Pedagogy Jun 2010

A Refocused Approach to Writing Instruction

Lisa Nazarenko University of Vienna ; Gillian Schwarz University of Vienna

Abstract

This article describes an approach to writing instruction that involves a combination of the genre approach and the process writing approach. The stages of the writing process that students often do not take time for, namely brainstorming, organizing ideas and drafting, are done as much as possible in the classroom. In preparation for this, students are introduced to models of the type of texts they will have to write, so that they can become familiar with the features that are typical of that text type (genre). These features form the basis of a checklist that will serve as a form for teacher feedback, which is given to the students at various stages of the writing process up to final revision. In addition, certain points are focused on in peer feedback. Throughout the entire process, students are encouraged to become aware of their progress through written reflection. We have found that such an approach, overseen and monitored by the teacher, leads students to writing more focused texts that conform to the genres to which they belong. For the purposes of this article, the text type of argumentative (opinion) essay was used as an example.

Journal: Writing and Pedagogy
Published: 2010-06-11
DOI: 10.1558/wap.v2i1.103
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Open Access: Closed
Topics: genre theory writing pedagogy teacher development revision
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A Refocused Approach to Writing Instruction

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