Discussion questions--Johns' and Tardy's article (Genre theory)

Discussion questions:

◎Johns, A. (2003). Genre and ESL/EFL Composition Instruction (p. 195-217). In B. Kroll (2003) Exploring Dynamics of Second Language Writing


<1> Do you think that using textual modeling (books, student-written models) as strategy will build their genre and rhetoric knowledge, or hinder their understanding of genre? What’s your opinion? (p 84, 85, 89, & 90)

<2> Do you think the prior experience will inhibit or facilitate students’ learning? (p 83) What’s your opinion?

<3> In Tardy’s research, she outlined tentative distinctions between L1 and L2 writers, including both similarities and differences (p. 95). What do you think the constraints the L2 writer may encounter? (From your experience as a L2 writing teacher or a writer )



◎Tardy, C. (2006). Researching First and Second Language Genre Learning: A Composition Review and a Look Ahead. Journal of Second Language Writing (p. 79-101).


<4> John stated that ‘experts argue that we must think of “genre” as a concept that is both cultural and cognitive’? Do you agree with the idea? Why?

<5> John illustrated some significant core principles. (p 211) Please classify these principles into the three approaches, the Sydney School, English for specific purpose, and the New Rhetoric. Or how will you implement the approach(es) in the writing courses?