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Genre Approach by Mind Map: Genre Approach
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Genre Approach

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understand how and why target texts are structured

makes clear what is to be learned

gives students a structure, rather than relying on hit and misses of inductive approach


addresses texts and contexts

know the social purposes of the texts

link the text to their purpose, audience and message


stresses on specific culture or familiar real-life contexts, offers students an explicit understanding of how texts are structured


teacher scaffolds or support learners, interactive collaboration


allows them to approach writing with ease and confidence and help them gain entry in certain communities


reflect and critique on how language and information are organized in texts

Consciousness raising

increases teacher awareness of texts to confidently teach writing

as a social response to the process approach

explains WHY behind writers' language choices

process approach not exactly useful for ESL learners because process relies very much on shared contextual knowledge

genre approach explains HOW social context affects linguistic choices and outcomes

helps to unite the social and cognitive because they are central to how writers understand, conduct and reproduce their social realities

teaching of key genres help learners gain access to ways of communicating that have accrued social or cultural capital in different communities



Using scaffolding and knowledge of language to guide both L1 and L2 learners (especially) towards consciously understanding target genres and the way language creates meaning in context


planned around themes that are real life experiences so that students can draw upon their personal experiences and prior knowledge


takes many forms but typically includes modeling of text, explicit instruction and teacher input


Genre teaching involves being explicit a about how test are grammatically patterned, but it is not taught as a discrete component. Rather, it is integrated into the exploration of text and context

teaching gives importance to collaborative methods

Functional approach to language teaching

factors affecting language features

genre, ways people make meaning with one another in stages to achieve their purpose

register, Field: content, Tenor: relationship between writer and audience, Mode: how language is organized

Curriculum cycle

1. Negotiating field, Establish content, build on current understanding

2. Deconstruction, discussing purpose of genre/register, investigate text to determine stages/language features

3. Joint construction, "shared writing", teacher & student creating a written text together, scaffold, provide guiding questions, joint construction session, genre review (revision), task orientation (explanation), negotiation (scaffolding), conclusion (reading), Criteria for successful joint construction, sufficient knowledge of genre, Language used (grammar), keep session focused on scaffolding the genre, preparation (i.e. modelling/activities to build knowledge), accessible materials, restrict content to be covered, Whole class reading of the text produced, aware of effective forms of interaction, type of questions, scope of questions, anticipate areas where scaffolding is needed, resolve difficulties with students' contributions, effective in teaching children how to write, involves contextualizing the writing process in terms of genre, practice of scaffolding, explicit in interaction with learners

4. independent construction of text, teachers need to be aware of when individual children are ready to undertake their own writing

Counter Arguments

deciding what is being taught is not neutral

involves some level of authority in decision making with important consequences

Stifles creativity

inhibits writers' creativity and self-expression

danger of precriptivism

reproductive element

restrictive formula

Hyland's Rebuttals

Stifles creativity--> Yes, genre approach does have a constraining power

BUT! our choices are made in a context of powerful incentives where choices have communicative and social consequences