Skip Navigation

ELT Journal 2000 54(4):369-378; doi:10.1093/elt/54.4.369
© 2000 by Oxford University Press
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Flowerdew, L.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Articles

Using a genre-based framework to teach organizational structure in academic writing

Lynne Flowerdew

Taught EFL and ESP in the UK, Venezuela, Libya, Kuwait, the Sultanate of Oman, and Hong Kong. Her main research interests include corpus linguistics, discourse analysis, syllabus design, and methodology. She has also published in English for Specific Purposes, System, and RELC Journal.

This article proposes the use of a genre-based framework, according to the Swalesian tradition of genre, for the teaching of the organizational structure of academic report writing. An analysis of 15 engineering undergraduate project reports reveals that the Problem–Solution pattern is prevalent in key sections of these reports, and should therefore also be considered as complementary to the notion of genre. Exercises for sensitizing students to the genre structure and the Problem–Solution pattern are suggested. A case is also made for using good ‘apprentice’ models of student reports for devising genre-based exercises, on the grounds that they provide students with realistic, attainable models of academic writing.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 ELT JHome page
R. Walker and C. P. Riu
Coherence in the assessment of writing skills
ELT J, January 1, 2008; 62(1): 18 - 28.
[Abstract] [Full Text] [PDF]


Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.