Genre Audience Purpose for advance level students TEFL

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Genre, Audience & Purpose (for advance level students) TEFL Office of Overseas Programming &

Genre, Audience & Purpose (for advance level students) TEFL Office of Overseas Programming & Training Support (OPATS)

Do you agree w/the following? 1. No one can write well without writing often.

Do you agree w/the following? 1. No one can write well without writing often. 2. No one can write (indeed, no one will write) without a compelling purpose for writing. 3. One reason to write is to learn. 4. Writing is the most difficult of the four skills. Why?

To whom do you right and why? • What do people frequently write in

To whom do you right and why? • What do people frequently write in their national language? • What do they frequently write in English? Share out three common (or good) examples? • What do your students frequently write in their national language? • What do your students frequently write in English? • Share out three common examples.

Do your students write well in their National Language? • If so, why? •

Do your students write well in their National Language? • If so, why? • If not why?

So… • If we can’t give our students a sense of audience and purpose

So… • If we can’t give our students a sense of audience and purpose AND we can’t set up situations where they can write a lot… • We either have to change how we teach or change our expectations about what our students can achieve.

Much to consider in teaching writing but. . Given the challenges we just discussed,

Much to consider in teaching writing but. . Given the challenges we just discussed, I want to focus on two topics: • How we structure writing assignments • How and when we give feedback to students on their writing.

Let’s Start with the Basics G. A. P. – Genre – Audience – Purpose

Let’s Start with the Basics G. A. P. – Genre – Audience – Purpose

Actually, I think the priority order is APG. But no one can pronounce APG,

Actually, I think the priority order is APG. But no one can pronounce APG, so GAP it is: • We need to think first about our audience—who we are writing to. This will affect both our stylistic choices and how we organize writing. • We then need to think about purpose: why are we writing to this particular audience, and how do we want our writing to affect them. • Finally we need to consider the conventional forms associated with writing to this audience for this purpose.

So How Do We Bring GAP into Writing Assignment Structure?

So How Do We Bring GAP into Writing Assignment Structure?

Addressing Audience • Specify and discuss the audience (beware of “assumed audiences. ” For

Addressing Audience • Specify and discuss the audience (beware of “assumed audiences. ” For example, if for a college writing assignment in the U. S. you write imagining your professor as your audience, you will probably not get a high grade on the assignment). • In class, ask students to imagine their audience, ask them how they would write to this audience differently than another. • NOTE: if you have to use local language here that’s okay.

Addressing Purpose • Make sure that any writing assignment has an authentic purpose. Writing

Addressing Purpose • Make sure that any writing assignment has an authentic purpose. Writing is hard. Writing is often unpleasant. Don’t make students do this hard work only for practice. Be sure your assignments have a real world outcome. (even for the next class’ discussion). • In class, ask students to brainstorm the purpose of the writing assignment. Later you can help them, but have them start the process; have them develop the habit of being able to analyze for themselves the purpose for which they are writing.

Genre • Be fair, if you want students to write well you have to

Genre • Be fair, if you want students to write well you have to provide models. • If you’re worried about copying, provide multiple models • From time to time assign students to read a genre they frequently use and unpack it—NOT in terms of content, but in terms of organization and form. It is a fact, even when we read a lot, we tend not to notice the formal structure of what we read. • Help students see the “moves” in a genre and sentence frames that are commonly used such as in …

Clarifying G. A. P. motivates student writing. • They know why they are writing,

Clarifying G. A. P. motivates student writing. • They know why they are writing, • The types of problems they hope to solve, , • The kinds of people who would read something like “this” • And they know how others tend to structure their writing when they are writing about these kinds of topics—or in these kinds of situations.

Before, During, and After Writing • Review with students what good writers do- •

Before, During, and After Writing • Review with students what good writers do- • Before Writing: brainstorm, outline, clarify the argument, determine G. A. P. , look to models. • During Writing: revise in light of having written, seek additional resources, look to where more context is needed. • After Writing I: multiple drafts; getting a second pair of eyes, • After Writing II: ask yourself if your G. A. P outcome has been achieved? Is your thesis/argument clear?

FEEDBACK

FEEDBACK

We have to write a lot, remember? • Free writing—a dialogue between teacher and

We have to write a lot, remember? • Free writing—a dialogue between teacher and student. • Feedback here is limited to comments on content and – perhaps elements you simply can’t understand. • Tell students you won’t correct mechanics or argument here because you need to write a lot to write well. • Do free writing on a regular basis. • Allow at least some class time for it. • Encourage students’ efforts above all.

A Second Pair of Eyes • Not necessarily an expert pair of eyes, but

A Second Pair of Eyes • Not necessarily an expert pair of eyes, but a pair of eyes that bring different experience to the reading of your writing, someone who is not in your head, some one who may find that you need to include context that seemed very obvious to you. • Makes reviewing and editing less a matter of evaluation and more a matter of friendly, collegial support.

Feedback on other types of assignments • For low and middle stakes assignments, pick

Feedback on other types of assignments • For low and middle stakes assignments, pick your battles well. Comment on only a few, high priority problems. • If you’re teaching through G. A. P. , GAP issues should be a focus. • For high stakes assignments, okay, correct everything, but insist on this to students in advance and let them know that they WILL do a revision based on your feedback, and that if you are critical, it is only because you need to be accountable to them.

Feedback on Other Types of Assignments II • Focus on strategies to improve, rules

Feedback on Other Types of Assignments II • Focus on strategies to improve, rules or guidelinesnot just noting or correcting mistakes. This makes it easier for student to improve. • Make comments on content—this helps students see that their “audience” does (a) pay attention and (b) see things in her/his own light. • Look for ways for your written feedback to have consequence: either for a new draft or at least, a short conference to discuss comments.

THANKS!

THANKS!