Genre and Graduate-Level Research Writing

Genre and Graduate-Level Research Writing

by An Cheng


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In the context of the well-known pedagogical materials for graduate-level  writers by Swales & Feak, An Cheng has written a resource that provides support for instructors who have the daunting task of scaffolding graduate writers’ efforts to navigate discipline-specific research genres--genres that may be unfamiliar to instructors themselves.
Genre and Graduate-Level Research Writing is grounded in genre-based theory and full of best practices examples. The book opens by presenting the case for the use of genre in graduate-level research writing and by examining rhetorical consciousness-raising and its ties to genre. Unique to the volume is a thorough analysis of the materials designed to teach genre and research writing—focused on the textbooks of Swales & Feak (e.g., Academic Writing for Graduate Students) and similar texts. Other chapters provide examples of discovery-based genre tasks, evaluative methods for assessing discipline-specific writing, and techniques for becoming a more confident instructor of graduate-level research writing. 

Product Details

ISBN-13: 9780472037063
Publisher: University of Michigan Press
Publication date: 03/20/2018
Series: Michigan Series on Teaching Multilingual Writers Series
Pages: 240
Sales rank: 827,970
Product dimensions: 6.00(w) x 8.90(h) x 0.60(d)

Table of Contents

Introduction 1

Chapter 1 Six Reasons to Know about Genre and Graduate-Level Research Writing 4

Graduate-Level Research Writing: Definitions and Importance 4

Six Reasons to Know about Genre and Graduate-Level Research Writing 6

Questions for Reflection and Discussion 29

Chapter 2 Rhetorical Consciousness-Raising, Genre Awareness, and Awareness of Genres 31

Defining and Applying Rhetorical Consciousness-Raising 32

Raising Rhetorical Consciousness through Genre Analysis 37

An Expanded Understanding of Rhetorical Consciousness-Raising: Raising Genre Awareness and the Awareness of Genres 44

Questions for Reflection and Discussion 48

Chapter 3 Materials That Guide Genre-Focused Learning of Research Writing 50

Genre-Focused Textbooks for Teaching and Learning Graduate-Level Research Writing 50

"In-House" Topic-, Course-, or Program-Specific Genre-Focused Materials 73

Learner-Contributed Reference Collections as Pedagogical Materials 76

Questions for Reflection and Discussion 86

Chapter 4 The Guided Inductive and Discovery-Based Analysis and Study of Genre 88

In-Class Explicit Analysis of Genre Samples 88

Students' Discovery-Based Analysis of Genre Samples 113

Questions for Reflection and Discussion 127

Chapter 5 Writing Tasks and Evaluating Students' Discipline-Specific Writing 129

The Four Dimensions of Writing Tasks in the Graduate-Level Research Writing Classroom 129

Incorporating the Four Dimensions into One Writing Task: An Example 132

How Do the Four Dimensions Assist in Understanding and Evaluating Students' Discipline-Specific Writing? 140

Rubrics for Evaluating Discipline-Specific Writing 150

Questions for Reflection and Discussion 153

Chapter 6 Building and Updating the Knowledge Base for Effective Research Writing Instruction 154

Become Familiar with L2 and EAP Instructional Approaches and Issues 154

Experiment with the Pedagogical Initiatives Targeting L1 Graduate-Level Research Writers 158

Understand Students' Learning or Practices of Research Writing in Non-Classroom Settings 166

Learn about the Discipline-Specific Nature of Research Writing 173

Conduct Action Research of the Research Writing Classroom 186

Questions for Reflection and Discussion 192

Appendixes 195

References 200

Index 218

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