Genre and Writing: Completing the Rhetorical Triangle

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Genre and Writing Completing the Rhetorical
Triangle

• Shawna Shapiro
• University of Washington

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Overall aims of this presentation

• To introduce ESL writing teachers to the aspects
  of genre theory most applicable to their teaching
  practice
• To demonstrate ways in which genre analysis can
  be incorporated into instruction

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Presentation Outline

• Overlap between genre and L2 writing theory
• Most relevant principles of genre
• 3. Application of genre theory to the L2
  classroom
• 4. Discussion

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The Rhetorical Triangle

• Every communication is essentially a trilateral
  relationship.  Each point of the triangle
  influences the others, and all are influenced by
  the context of the communication.  Each point of
  the triangle bears some responsibility for the
  success of the communication. http//departments.
  bloomu.edu/english/111rhettri.htm

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Current Challenges in L2 Writing
Instruction

• To incorporate theory and best practices from
  both domains (language acquisition and
  composition)
• To develop a paradigm that addresses both
  textual and contextual aspects of writing
• To continue to reflect student-centeredness and
  pragmatism

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Benefits of a Genre-based Instructional Paradigm

• Integrates reading and writing
• Unites text and context
• - Examines socio-cultural factors, as well as
  discourse features
• Incorporates both form and flexibility
• Allows for increased explicitness and
  articulation of expectations
• Promotes informed, empowered decision-making
• Offers transferable strategies
• - Skills that can be used in many
  situations, rather than tasks that have been
  tailored for one class

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Container Model

• Container Model
• Genre was seen as a categorical container
  holding certain types of texts

• Academic Genres
• five-paragraph theme
• autobiographical essay
• short story
• laboratory report
• Etc.

• Professional Genres
• resume
• meeting notes
• memo
• project proposal
• Etc.

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Socio-Cultural Model

• Alternative to the container model
• The Socio-Cultural Model
• Genres constantly change
• Genres are not homogenous
• Genres reveal valuable information about
  communities
• Genres can be learned, but also modified and
  adapted

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Socio-Cultural Model (contd)

• Like archeological artifacts, genres teach us
  about cultures and communities.
• In addition, like tools, they allow us entrance
  into those communities.
• In other words
• Texts can help us understand, enter, and even
  alter communities

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Socio-Cultural Model (contd)

• Genres are active and dynamic, like organisms,
• Like members of biological ecosystems, genres
  affect and are affected by the social and textual
  systems (large and small) surrounding them.

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Genre and L2 Writing

• Characteristics of genre-based writing
  instruction (both L1 and L2)
• Incorporates critical reading, exploring purpose,
  audience, etc.
• Notices features of texts content, format, word
  choice, syntax, grammar, etc
• (may use Discourse Analysis techniques, or other
  sets of linguistic and sociolinguistic features)
• Compares and connects genres (avoids isolation)
• Discusses values and beliefs as reflected through
  writing
• Encourages students to make informed choices
  based on genre knowledge
• May involve social studies and other
  disciplines to add to students contextual
  knowledge

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Sample Lesson Letter to the Editor (A)
Genre and L2 Writing

• Objectives
• Students practice persuasive writing,
  particularly through a problem-solution framework
• Students understand context for periodicals and
  editorial writing
• Students practice analysis of audience
  expectations through analysis of content,
  organization, word choice, syntax, and
  grammatical features.

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Sample Lesson Letter to the Editor (B)
Genre and L2 Writing
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Sample Lesson Letter to the Editor (C)
Genre and L2 Writing
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Other Genre Analysis Ideas

• Transforming writing from one genre to another.
  
• (Eg expository essay gtgt brochure
  contrastive essay gtgt letters (or dialogue)
  between authors.
• Comparing common academic genres (abstracts,
  proposals, textbook introductions) across
  disciplines to understand differences (especially
  between humanities and natural sciences).
• Using non-academic genres (advertisements,
  restaurant menus, movie reviews, advice columns)
  as a source of information about culture and
  society.
• Analyzing genres more familiar to students than
  instructors (Instant Messaging, rap, blog, how
  to manual)

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For more information

• Email shapis_at_u.washington.edu
• My course websites
• www.staff.washington.edu/shapis/101a (L2)
• www.staff.washington.edu/shapis/131f (L1)
• Recommended reading
• C. Berkenkotter and T. Huckin (genres in
  disciplines)
• Suresh Canagarajah (current TQ editor,
  sociocultural focus)
• Ken Hyland (theory gtgt practice)
• Ann Johns (research gtgt practice and curriculum)
• John Swales (theory)
• William Grabe (theory)