Matthias Abt

Abstract: Thank you for reading genre an introduction to history theory research and pedagogy. As you may know, people have search numerous times for their chosen novels like this genre an introduction to history theory research and pedagogy, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop.

Abstract: U.S. students are not performing well in writing, both typically achieving students and students with learning disabilities (LD). Factors that impact learning to write include the complexity of writing and learning to write, challenges in developing effective writing instruction, teacher preparation for teaching writing, and instructional models in use in today’s schools. These factors have influenced the development of Self-Regulated Strategy Development (SRSD) for writing, and its scientific evidence base. Potential policy implications follow from SRSD research in the areas of evidence-based practices, teacher development, curriculum development and reform, and research. For evidence-based practices such as SRSD to transform education, as they have medicine, effective partnerships between policymakers and education stakeholders, our students, and our schools are critical.

Abstract: The term ‘genre’ first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns and Ken Hyland, who have argued for the value of genre in the teaching of L2 academic writing. ESP genre analysis is a development of text linguistics and the description of academic genres, moving from a focus on lexicogrammatical features to rhetorical moves and, later, to a focus on rhetorical context (see Swales 2001 for a review). Systemic functional genre analysis (typically called the ‘Sydney school’) is a development of research such as that of Longacre (1976) and Labov & Waletzky (1967) and their analyses of the discourse structures of texts. Jim Martin and Joan Rothery are two important figures in the early development of systemic functional genre analysis; their work became the basis for the Disadvantaged Schools Project in Sydney (see Rose & Martin 2012 for a history). As an approach to the teaching of writing, genre-based pedagogy came into prominence in the US, in part as a response to process writing, which, it was felt, did not realistically prepare students for the demands of writing in academic contexts (Horowitz 1986). Genre-based pedagogy in Australia has a similar history and was a reaction to whole language and process writing, which were dominant in the teaching of writing in Australian schools at the time.

Abstract: This review article provides an overview of the research conducted within the Genre and Multimodality framework, which has been used to describe the multimodality of page-based documents and other multimodal artefacts over the past 15 years The article explicates the motivation and inspiration for developing the framework, introduces its central theoretical concepts and presents its applications across a number of case studies Finally, the article discusses the criticism directed towards the model and identifies avenues of future development

Abstract: This article pilots a study in statistical genre analysis, a mixed-method approach for (a) identifying conventional responses as a statistical distribution within a big data set and (b) assessing which deviations from the conventional might be more effective for changes in audience, purpose, or context. The study assesses pharmaceutical sponsor presentations at the Food and Drug Administration (FDA) drug advisory committee meetings. Preliminary findings indicate the need for changes to FDA conflict-of-interest policies.

Abstract: Metacognitief genrebewustzijn verhogen bij academische L2 lezers en schrijvers Deze dissertatie richt zich op de ontwikkeling van metacognitief genrebewustzijn, een concept geintroduceerd door Negretti en Kuteeva (2011) dat genrebewustzijn koppelt aan metacognitie (zie ook Johns, 2008 en Devitt, 2004). Het is aangetoond dat metacognitief genrebewustzijn van belang is bij het ontwikkelen van het vermogen van leerders om academische teksten te lezen en te produceren (zie Negretti & Kuteeva, 2011). Door gebruik van een multi-method benadering – een combinatie van kwantitatieve en kwalitatieve methoden – onderzochten wij de ontwikkeling van metacognitief genrebewustzijn en de mate waarin dit bijdraagt aan academisch lezen en schrijven bij Engelsetaalleerders in een TEFL (Teaching English as a Foreign Language) programma in Honduras. De onderzoeksresultaten laten zien dat L2 leerders voor het grootste deel declaratief en procedureel genrebewustzijn ontwikkelen, in ruime mate en op verschillende manieren. L2 leerders hebben echter moeite met het ontwikkelen van conditioneel genrebewustzijn, dat wil zeggen het flexibel toepassen van kennis van genre-gebaseerde kenmerken en retorische aspecten bij andere academische taken en situaties. L2 leerders demonstreren de transfer van metacognitief genrebewustzijn bij de interpretatie van academische teksten. Eveneens vertonen ze een hogere mate van declaratieve en procedurele kennis in vergelijking met conditionele kennis van genre-baseerde kenmerken. Met betrekking tot de productie van academische genres, laten de L2 leerders transfer zien van metacognitief genrebewustzijn, in verschillende mate en op verschillende manieren, en ook nu wordt minimale conditionele kennis gedemonstreerd in de overdracht van genre-gebaseerde kennis naar complexe taken. De studie benadrukt de noodzaak voor verder onderzoek naar genrebewustzijn en wat de invloed ervan is op academische lees- en schrijfvaardigheid van L2 leerders.