Faciliating writing from sources: A focus on both process and product

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dc.contributor.author Dovey, Teresa en_US
dc.contributor.editor en_US
dc.date.accessioned 2011-02-07T06:28:03Z
dc.date.available 2011-02-07T06:28:03Z
dc.date.issued 2010 en_US
dc.identifier 2009004862 en_US
dc.identifier.citation Dovey Teresa 2010, 'Faciliating writing from sources: A focus on both process and product', Pergamon, vol. 9, no. 1, pp. 45-60. en_US
dc.identifier.issn 1475-1585 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/14117
dc.description.abstract This paper reflects on and theorises the experience of developing a postgraduate core subject in EAP, exploring the role of both genre awareness and process management in facilitating writing from sources. Reflection on our initial genre-based pedagogies indicated that teaching the literature review to coursework students was not appropriate, and that teaching genre sets and genre awareness did not adequately facilitate writing from sources. Our current pedagogies constitute a set of genuinely interlocking tasks oriented around the writing of a single genre (a literature-based information report). The recursive processes of organising, selecting and integrating information are promoted through the use of graphic organisers in classroom activities and assessment tasks, and there is evidence of significant improvement in several aspects of students' writing. These pedagogies are theorised via sociocognitive theories of reading-writing processes that focus on the generation and transformation of meaning in specific communicative contexts, and do not contradict the principles of genre-based approaches. I argue that the notion of process, denigrated by genre theorists, be recuperated, and that the management of processes be taught in tandem with genre awareness to address the full range of students' reading-writing needs en_US
dc.language en_US
dc.publisher Pergamon en_US
dc.relation.isbasedon http://dx.doi.org/10.1016/j.jeap.2009.11.005 en_US
dc.title Faciliating writing from sources: A focus on both process and product en_US
dc.parent Journal of English for Academic Purposes en_US
dc.journal.volume 9 en_US
dc.journal.number 1 en_US
dc.publocation London, UK en_US
dc.identifier.startpage 45 en_US
dc.identifier.endpage 60 en_US
dc.cauo.name DVCTLE.ELSSA Centre en_US
dc.conference Verified OK en_US
dc.for 200400 en_US
dc.personcode 021098 en_US
dc.percentage 50 en_US
dc.classification.name Linguistics en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Curriculum design; Writing from sources; Genre-based teaching; Sociocognitive reading-writing processes; Graphic organisers en_US
dc.staffid en_US
dc.staffid 021098 en_US

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