Cover not available

Article published In: Pedagogical Linguistics: Online-First Articles

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB

Developing genre awareness in novice academic writers in secondary education

A longitudinal intervention study on students’ academic writing development

 | University of Graz
 | University of Graz
 | University of Graz
 | University of Graz
 | University of Graz
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Graz.

Published online: 12 June 2025
DOI logo with link
https://doi.org/10.1075/pl.24017.akb
Abstract
Genre-based approaches are widely used in the pedagogy of academic writing. Although they are seen as particularly suitable for novice academic writers, there is ongoing debate about how explicitly genres should be taught. Some genre pedagogues argue that the conventional method of teaching genres — referred to as explicit genre teaching — may be overly formulaic and prescriptive. Consequently, they advocate for fostering genre awareness in novice academic writers. However, there is no solid empirical evidence to support these discussions, particularly from a developmental perspective. To address this research gap, we are conducting a longitudinal intervention study in upper secondary education to compare the effectiveness of the aforementioned genre-based approaches (explicit genre teaching vs. genre awareness approach) in the context of academic writing. In this paper, we focus on clarifying the concept of genre awareness. We begin with a brief introduction to genre pedagogy and demonstrate how the concept of genre awareness emerged as a critique of established approaches to genre pedagogy. Building on this, we present the first part of our genre-based treatments to illustrate how we operationalised the genre awareness approach in contrast to explicit genre teaching.
Article outline
  • 1.Introduction
  • 2.The emergence of the concept of genre awareness in genre pedagogy
    • Analysing the context
    • Comparing different genres
    • Destabilizing genre schemas
  • 3.Facets of Metalinguistic Awareness in the Genre Awareness Approach
  • 4.Explicit Genre Teaching vs. Genre Awareness Approach — comparing two genre-based treatments longitudinally
    • 4.1Analysing a research paper introduction using move-analysis
    • 4.2Developing control of the genre
    • 4.3Collaborative writing of a research paper introduction
    • 4.4Schema revision: Comparing a research paper introduction to a handbook introduction and a preface
  • 5.Conclusion
  • Acknowledgements
  • References
References (49)
References
Akbulut, M., & Schmölzer-Eibinger, S. (2023). Sprachbewusstheit und Schreiben. In A. Wildemann, & L. Bien-Miller (Eds.), Sprachbewusstheit: Perspektiven aus Forschung und Didaktik (p. 141–179). Wiesbaden, Germany: Springer Fachmedien. Google Scholar logo with link to Google Scholar
Akbulut, M., Schmölzer-Eibinger, S., & Ebner, C. (2020). Zum Begriff der Sprachbewusstheit in der Schreibforschung und -didaktik: Ein Beitrag zu seiner theoretischen und empirischen Fundierung. Zeitschrift für angewandte Linguistik, 11, 1–32. Google Scholar logo with link to Google Scholar
Albino, G. (2015). The effect of an explicit genre-based approach to teaching workplace writing (Doctoral dissertation). Open University, United Kingdom.
Bäuerlein, K., Lenhard, W., & Schneider, W. (2012). LESEN 8–9: Verfahren zur Erfassung der basalen Lesekompetenz und des Textverständnisses. Göttingen, Germany: Hogrefe.Google Scholar logo with link to Google Scholar
Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Anderson, SC: Parlor Press LLC.Google Scholar logo with link to Google Scholar
Baynham, M. (1995). Literacy Practices: Investigating Literacy in Social Contexts. London, England, & New York, NY: Longman.Google Scholar logo with link to Google Scholar
Brockmeier, J. (1998). Literales Bewusstsein: Schriftlichkeit und das Verhältnis von Sprache und Kultur. München, Germany: Fink.Google Scholar logo with link to Google Scholar
Bushati, B., Ebner, C., Niederdorfer, L., & Schmölzer-Eibinger, S. (2018). Wissenschaftlich schreiben lernen in der Schule. Baltmannsweiler, Germany: Schneider.Google Scholar logo with link to Google Scholar
Cheng, A. (2007). Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 26(3), 287–307. Google Scholar logo with link to Google Scholar
Clark, I. L., & Hernandez, A. (2011). Genre awareness, academic argument, and transferability. The WAC Journal, 221, 65–78. Google Scholar logo with link to Google Scholar
Coe, R. M., Lingard, L., & Teslenko, T. (Eds.). (2002). The rhetoric and ideology of genre: Strategies for stability and change. Cresskill, NJ: Hampton Press.Google Scholar logo with link to Google Scholar
Cope, B., & Kalantzis, M. (Eds.). (1993). Powers of literacy: A genre approach to teaching writing. London, England: Falmer Press.Google Scholar logo with link to Google Scholar
Deng, Y., Lei, J., Jin, T., & Chen, J. (2024). Developing genre awareness in collaborative academic reading: A case study of novice academic learners. English for Specific Purposes, 741, 9–22. Google Scholar logo with link to Google Scholar
Devitt, A. (2004). Writing genres. Carbondale, IL: Southern Illinois University Press.Google Scholar logo with link to Google Scholar
Donaldson, M. (1978). Children’s Minds. Glasgow, Scotland: Fontana/Collins.Google Scholar logo with link to Google Scholar
Downs, D., & Wardle, E. (2007). Teaching about writing, righting misconceptions: (Re)envisioning “first-year composition” as “Introduction to Writing Studies”. College Composition and Communication, 58(4), 552–584. Google Scholar logo with link to Google Scholar
Eisenchlas, S. A. (2011). On-line interactions as a resource to raise pragmatic awareness. Journal of Pragmatics, 43(1), 51–61. Google Scholar logo with link to Google Scholar
Feez, S. (1999). Text-based syllabus design. TESOL in Context, 9(1), 11–14.Google Scholar logo with link to Google Scholar
Feilke, H., & Lehnen, K. (2011). Wissenschaftlich Referieren: Positionen wiedergeben und konstruieren. Der Deutschunterricht, 51, 34–44.Google Scholar logo with link to Google Scholar
Feilke, H., Köster, J., & Steinmetz, M. (2014). Zur Einführung — Textkompetenzen in der Sekundarstufe. In H. Feilke, J. Köster, & M. Steinmetz (Eds.), Textkompetenzen in der Sekundarstufe II (p. 7–18). Stuttgart, Germany: Fillibach bei Klett.Google Scholar logo with link to Google Scholar
Gombert, J. (1993). Metalinguistic development. Chicago, IL: University of Chicago Press.Google Scholar logo with link to Google Scholar
Halliday, M. A. K. (1978). Language as social semiotics: The social interpretation of language and meaning. Baltimore, MD: University Park Press.Google Scholar logo with link to Google Scholar
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 401, 44–59. Google Scholar logo with link to Google Scholar
Hanson, J. K. (2009). Knowing more than they can tell: An assessment of genre awareness among students in writing intensive zoology and civil engineering courses (Doctoral dissertation). University of New Hampshire, Durham, NH.
Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341–367. Google Scholar logo with link to Google Scholar
(2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543–562. Google Scholar logo with link to Google Scholar
Hyon, S. (2001). Long-term effects of genre-based instruction: A follow-up study of an EAP reading course. English for Specific Purposes, 20(1), 417–438. Google Scholar logo with link to Google Scholar
Johns, A. M. (2002). Destabilizing and enriching novice students’ genre theories. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (p. 237–246). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
(2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41(2), 237–252. Google Scholar logo with link to Google Scholar
Lee, K. (2006). The effect of genre-based instruction: Improving English writing ability in the classroom. English Teaching, 61(1), 257–281.Google Scholar logo with link to Google Scholar
Luke, A. (1996). Genres of power? Literacy education and the production of capital. In R. Hasan & A. G. Williams (Eds.), Literacy in society (p. 308–338). London, England: Longman.Google Scholar logo with link to Google Scholar
Paltridge, B. (1997). Genre, frames and writing in research settings. Amsterdam, Netherlands: John Benjamins. Google Scholar logo with link to Google Scholar
(2014). Genre and second-language academic writing. Language Teaching, 47(3), 303–318. Google Scholar logo with link to Google Scholar
Prior, P. (1995). Redefining the task: An ethnographic examination of writing and response in graduate seminars. In D. Belcher & G. Braine (Eds.), Academic writing in a second language (p. 47–82). Norwood, NJ: Ablex Publishing.Google Scholar logo with link to Google Scholar
Rose, D. (2008). Writing as linguistic mastery: The development of genre-based literacy pedagogy. In C. Bazerman (Ed.), Handbook of writing development (p. 151–166). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
(2012). Genre in the Sydney School. In J. Gee & M. Handford (Eds.), The Routledge Handbook of Discourse Analysis (p. 209–225). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
Rose, D., & Martin, J. N. (2012). Learning to write/reading to learn: Genre, knowledge and pedagogy in the Sydney school. Toronto, Kanada: University of Toronto Press.Google Scholar logo with link to Google Scholar
Russell, D. R., Lea, M., Parker, J., Street, B., & Donahue, T. (2009). Exploring notions of genre in “academic literacies” and “writing across the curriculum”: Approaches across countries and contexts. In C. Bazerman (Ed.), Genre in a changing world (S. 395–423). Anderson, SC: Parlor Press. Google Scholar logo with link to Google Scholar
Schicker, S. (2020). Förderung der Textbeurteilungskompetenz von Lernenden: Eine Interventionsstudie in sprachlich heterogenen Klassen. Münster, Germany: Waxmann.Google Scholar logo with link to Google Scholar
Segev-Miller, R. (2007). Cognitive processes in discourse synthesis: The case of intertextual processing strategies. In G. Rijlaarsdam (Ed.), Writing and cognition (p. 231–250). Leiden, Niederlande: Brill.Google Scholar logo with link to Google Scholar
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge, England: Cambridge University Press.Google Scholar logo with link to Google Scholar
Swales, J., & Feak, C. (1994). Academic writing for graduate students. Ann Arbor, MI: University of Michigan Press.Google Scholar logo with link to Google Scholar
Tardy, C. M., Buck, R. H., Jacobson, B., LaMance, R., Pawlowski, M., Slinkard, J. R., & Vogel, S. M. (2022). “It’s complicated and nuanced”: Teaching genre awareness in English for general academic purposes. Journal of English for Academic Purposes, 571, 101–117. Google Scholar logo with link to Google Scholar
Thaiss, C. (2012). Origins, aims, and uses of writing programs worldwide: Profiles of academic writing in many places. In C. Thaiss, G. Bräuer, P. Carolino, L. Ganobcsik-Williams & A. Sinha (Eds.), Writing programs worldwide: Profiles of academic writing in many places (p. 5–22). Anderson, SC: Parlor Press. Google Scholar logo with link to Google Scholar
Uebel, E. M. (2023). Sprachbewusstheit auf Textebene. In A. Wildemann, & L. Bien-Miller (Eds.), Sprachbewusstheit: Perspektiven aus Forschung und Didaktik (p. 181–223). Wiesbaden, Germany: Springer Fachmedien. Google Scholar logo with link to Google Scholar
Weidacher, G. (2007). Multimodale Textkompetenz. In S. Schmölzer-Eibinger (Ed.), Textkompetenz: Eine Schlüsselkompetenz und ihre Vermittlung (p. 39–57). Tübingen, Germany: Narr.Google Scholar logo with link to Google Scholar
Weiß, R. (2019). CFT 20-R: Grundintelligenztest Skala 21. Göttingen, Germany: Hogrefe.Google Scholar logo with link to Google Scholar
Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A literacy journey. Journal of English for Academic Purposes, 11(1), 26–37. Google Scholar logo with link to Google Scholar
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111–133. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue