Enhancing Argumentative Writing Skills Using Genre Approach to EFL College Students  

Oleh:

Budiraharjo, Markus

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Widya Dharma: Jurnal Kependidikan (Majalah Ilmiah Kependidikan) vol. 14 no. 2 (Apr. 2004), page 195-204.
Topik: Genre Theories; Model Texts; English as a Foreign; Language; Writing Instruction; Discourse Competence

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: WW32.4 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk
Perpustakaan PKPM Nomor Panggil: W77 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk

Isi artikel

Gonsidered fmm cognitivist perspectives, a skilled writer has a set of complex subskills that include sufficient linguistic, sociolinguistic, strategic, and discourse competence. In addition, much recent research on the learning science also suggests that the skilled writer also has sufficient content knowledge (expert knowledge) so that she is able to manipulate the pieces of information she has and adjust them into a contextualized, purposeful piece of writing. It is generally acknowledged that model texts - the major characteristics of genre theories - are extensively used to help EFL learners sensitize themselves to the discourse/textual patterns, This paper sets to present tile development of genre theories in three traditions. Although the use of text models gains extensive currency in the current EFL writing instruction, some cautions need to be taken into account. On the one hand, there has not been much research done to investigate the effical of the use of the text models. On the other hand, as some others have warned, when the text models are used rigidly, there is a danger of producing “formulaic” patterns of writing instruction that, in turn, will strictly constrain students’ creativity in expressing their ideas in their pieces of writing.

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