Skip to main content
SpringerLink
Log in

Perceptions of Prior Genre Knowledge: A Case of Incipient Biliterate Writers in the EAP Classroom

  • Chapter
Genre Trajectories

Abstract

In 2011, Nowacek raised the question, ‘Why and how do students connect learning from one domain with learning in another domain, and how can teachers facilitate such connections?’ (p. 3). This chapter takes a step towards answering her question by reporting on a case study of students’ perceptions of such a connection between learning to write in one domain and language, and learning to write in another domain and language. Specifically, we discuss English language learners’ (ELLs’) perceptions of the role (if any) that their prior experience with, and knowledge of, written genres plays in learning academic genres at a Canadian university. We review two approaches to genre research and pedagogy, report on a small-scale case study, and discuss its possible implications for future research and pedagogy.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

References

  • Adam, C. and N. Artemeva (2002) ‘Writing Instruction for English for Academic Purposes (EAP) Classes: Introducing Second Language Learners to the Academic Community’, in A. Johns (ed.), Genre in the Classroom: Multiple Perspectives (Mahwah, NJ: Lawrence Erlbaum), pp. 179–196.

    Google Scholar 

  • Artemeva, N. (1995) ‘The Adult Learner as Incipient Bilingual: The Role of L1 in the Adult ESL Classroom’, Carleton Papers in Applied Language Studies, XII, 113–136.

    Google Scholar 

  • Artemeva, N. (2005) ‘A Time to Speak, a Time to Act: A Rhetorical Genre Analysis of a Novice Engineer’s Calculated Risk Taking’, Journal of Business and Technical Communication, 19 (4), 389–421.

    Article  Google Scholar 

  • Artemeva, N. (2008) ‘Toward a Unified Social Theory of Genre Learning’, Journal of Business and Technical Communication, 22 (2), 160–185.

    Article  Google Scholar 

  • Artemeva, N. and A. Freedman (2006) Rhetorical Genre Studies and Beyond (Winnipeg, Canada: Inkshed Publications).

    Google Scholar 

  • Artemeva, N. and J. Fox (2010) ‘Awareness versus Production: Probing Students’ Antecedent Genre Knowledge’, Journal ofBusiness and Technical Communication, 24 (4), 476–515.

    Article  Google Scholar 

  • Bakhtin, M. M. (1986) Speech Genres and Other Late Essays, trans. V. W. McGee (Austin: University of Texas Press).

    Google Scholar 

  • Bawarshi, A. S. and M. J. Reiff (2010) Genre: An Introduction to the History, Theory, Research, and Pedagogy (West Lafayette, IN: Parlor Press).

    Google Scholar 

  • Bazerman, C. (1988) Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science (Madison, WI: University of Wiscons in Press).

    Google Scholar 

  • Berger, P. L. and T. Luckman (1966) The Social Construction of Reality: A Treatise in the Sociology of Knowledge (New York, NY: Pengu in Books).

    Google Scholar 

  • Bitzer, L. F. (1968) ‘The Rhetorical Situation’, Philosophy and Rhetoric, 1, 1–14.

    Google Scholar 

  • Brent, D. (2011) ‘Transfer, Transformation, and Rhetorical Knowledge: Insights from Transfer Theory’, Journal of Business and Technical Communication, 25 (4), 396–420.

    Article  Google Scholar 

  • Bruce, I. (2013) ‘A Role for Genre-Based Pedagogy in Academic Writing Instruction?: An EAP Perspective’, Text Special Issue, 21, 1–15.

    Google Scholar 

  • Butler, Y. and K. Hakuta (2006) ‘Bilingualism and Second Language Acquisition’, in T. Bhatia and W. Ritchie (eds), The Handbook of Bilingualism (Malden, MA: Blackwell Publishing), pp. 114–145.

    Chapter  Google Scholar 

  • Cansagarajah, S. (2001) ‘The Fortunate Traveler: Shuttling between Communities and Literacies by Economy Class’, in D. Belcher and U. Connor (eds), Reflections on Multiliterate Lives (Tonawanda, NY: Multilingual Matters), pp. 23–37.

    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, 287–307.

    Article  Google Scholar 

  • Cheng, L., J. Myles and A. Curtis (2004) ‘Targeting Language Support for Non-Native English Speaking Graduate Students at a Canadian University’, TESL Canada Journal, 21 (2), 50–71.

    Google Scholar 

  • Connor, U. (1996) Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing (New York, NY: Cambridge University Press).

    Book  Google Scholar 

  • Cummins, J. and E. Man Yee Fun (2007) ‘Academic Language: What Is It and How Do We Acquire It?’, in J. Cummins and C. Davison (eds), International Handbook of English Language Teaching, 2 (Norwell, MA: Springer), pp. 797–810.

    Chapter  Google Scholar 

  • Devitt, A. (2004) Writing Genres (Carbondale: Southern Illinois University Press).

    Google Scholar 

  • Devitt, A. (2007) ‘Transferability and Genres’, in C. Keller and C. Weisser (eds), Locations of Composition (New York: State University of New York Press), pp. 215–228.

    Google Scholar 

  • Devitt, A. (2009) ‘Teaching Critical Genre Awareness’, in C. Bazerman, A. Bonini and D. Figueiredo (eds), Genre in a Changing World (Fort Collins, CO: Parlor Press), pp. 337–351.

    Google Scholar 

  • Devitt, A., M. J. Reiff and A. Bawarshi (2004) Scenes of Writing: Strategies for Composing with Genres (New York: Longman).

    Google Scholar 

  • Dooey, P. (2010) ‘Students’ Perspectives of an EAP Pathway Program’, Journal of English for Academic Purposes, 9, 184–197.

    Article  Google Scholar 

  • Dornyei, Z. (2007) Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies (New York, NY: Oxford University Press).

    Google Scholar 

  • Dulay, H., M. Bert and S. Krashen (1982) Language Two (Oxford: Oxford University Press).

    Google Scholar 

  • Fox, J. (2009) ‘Moderating Top-Down Policy Impact and Supporting EAP Curricular Renewal: Exploring the Potential of Diagnostic Assessment’, Journal of English for Academic Purposes, 8, 26–42.

    Article  Google Scholar 

  • Fox, J. (2014) ‘Portfolio Based Language Assessment (PBLA) in Canadian Immigrant Language Training: Have We Got It Wrong?’, Contact: English Language Learning Magazine, Special Research Symposium Issue, 40 (2), 68–83.

    Google Scholar 

  • Freadman, A. (1994) ‘Anyone for Tennis’, in A. Freedman and P. Medway (eds), Genre and the New Rhetoric (Bristol, PA: Taylor and Francis Publications), pp. 43–66.

    Google Scholar 

  • Freedman, A. (1993) ‘Show and Tell? The Role of Explicit Teaching in the Learning of New Genres’, Research in the Teaching of English, 27 (3), 222–251.

    Google Scholar 

  • Freedman, A. (1999) ‘Beyond the Text: Understanding the Teaching and Learning of Genres’, TESOL Quarterly, 33 (4), 764–767.

    Article  Google Scholar 

  • Freedman, A. and P. Medway (1994) ‘Locating Genre Studies: Antecedents and Prospects’, in A. Freedman and P. Medway (eds), Genre and the New Rhetoric (Bristol, PA: Taylor and Francis), pp. 1–17.

    Google Scholar 

  • Geertz, C. (1973) The Interpretation of Cultures: Selected Essays (New York, NY: Basic Books).

    Google Scholar 

  • Gentil, G. (2011) ‘A Biliteracy Agenda for Genre Research’, Journal of Second Language Writing, 20, 6–23.

    Article  Google Scholar 

  • Hamers, J. F. and M. H. A. Blanc (1993) Bilinguality and Bilingualism (Cambridge: Cambridge University Press).

    Google Scholar 

  • Hyland, K. (1997) ‘Is EAP Necessary? A Survey of Hong Kong Undergraduates’, Asian Journal of English Language Teaching, 7, 77–99.

    Google Scholar 

  • Hyland, K. (2002) ‘Specificity Revisited: How Far Should We Go Now?’, English for Specific Purposes, 21 (4), 385–395.

    Article  Google Scholar 

  • Hyland, K. (2004). Genre and Second Language Writing (Ann Arbor, MI: The University of Michigan Press).

    Google Scholar 

  • James, M. A. (2010) ‘An Investigation of Learning Transfer in English-for-General Academic-Purposes Writing Instruction’, Journal of Second Language Writing, 19 (4), 183–206.

    Article  Google Scholar 

  • Johns, A. (2002) Genre in the Classroom: Multiple Perspectives (Mahwah, NJ: Lawrence Erlbaum).

    Google Scholar 

  • Johns, A. M. (2011) ‘The Future of Genre in L2 Writing: Fundamental, but Contested, Instructional Decisions’, Journal of Second Language Learning, 20 (1), 56–68.

    Google Scholar 

  • Johns, A. M. (2013) ‘The History of English for Specific Purposes Research’, in B. Paltridge and S. Starfield (eds), The Handbook of English for Specific Purposes (Malden, MA: John Wiley and Sons), pp. 5–30.

    Google Scholar 

  • Johns, A. M. (in press) ‘Students as Genre Scholars: ESL/EFL Classroom Approaches’, in N. Artemeva and A. Freedman (eds), Genre Studies around the Globe: Beyond the Three Traditions (Edmonton, Alberta, Canada: Inkshed).

    Google Scholar 

  • Mein, E. (2012) ‘Biliteracy in Context: The Use of L1/L2 Genre Knowledge in Graduate Studies’, International Journal of Bilingual Education and Bilingualism, 15 (6), 653–667.

    Article  Google Scholar 

  • Miller, C. (1984). ‘Genre as Social Action’, Quarterly Journal of Speech, 70 (2), 151–167.

    Article  Google Scholar 

  • Nowacek, R. (2011) Agents of Integration: Understanding Transfer as a Rhetorical Act (Carbondale: Southern Illinois University Press).

    Google Scholar 

  • Orlikowski, W. J. and J. Yates (1994) ‘Genre Repertoire: The Structuring of Communicative Practices in Organizations’, Administrative Science Quarterly, 39, 541–574.

    Article  Google Scholar 

  • Paré, A. and G. Smart (1994) ‘Observing Genres in Action: Towards a Research Methodology’, in A. Freedman and P. Medway (eds), Genre and the New Rhetoric (London: Taylor and Francis), pp. 121–128.

    Google Scholar 

  • Polanyi, M. (1962) ‘Tacit Knowing: Its Bearing on Some Problems in Philosophy’, Review of Modern Physics, 34 (4), 801–816.

    Article  Google Scholar 

  • Raymond, P. M. and S. Parks (2002) ‘Transitions: Orienting to Reading and Writing Assignments in EAP and MBA Contexts’, The Canadian Modern Language Review, 59 (1), 152–180.

    Article  Google Scholar 

  • Reiff, M. J. and A. Bawarshi (2011) ‘Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition’, Written Communication, 28 (3), 312–337.

    Article  Google Scholar 

  • Rounsaville, A. (2012) ‘Selecting Genres for Transfer: The Role of Uptake in Students’ Antecedent Genre Knowledge’, Composition Forum, 26, http://compositionforum.com/issue/26/selecting-genres-uptake.php, accessed 10 June 2014.

    Google Scholar 

  • Saldaña, J. (2009) The Coding Manual for Qualitative Researchers (Thousand Oaks, CA: Sage Publications).

    Google Scholar 

  • Schryer, C. (1994) ‘The Lab vs. the Clinic: Sites of Competing Genres’, in A. Freedman and P. Medway (eds), Genre and the New Rhetoric (Bristol, PA: Taylor and Francis), pp. 105–124.

    Google Scholar 

  • Solano-Flores, G. and E. Trumbull (2003) ‘Examining Language in Context: The Need for New Research and Practice Paradigms in the Testing of English-Language Learners’, Educational Researcher, 32 (2), 3–13.

    Article  Google Scholar 

  • Swales, J. (1981) Aspects ofArticle Introductions (Aston ESP Research Reports No. 1) (Birmingham, UK: University of Aston).

    Google Scholar 

  • Swales, J. (1990) Genre Analysis: English in Academic and Research Settings (Cambridge: Cambridge University Press).

    Google Scholar 

  • Swales, J. (2009) ‘Worlds of Genre–Metaphors of Genre’, in C. Bazerman, A. Bonini and D. Figueiredo (eds), Genre in a Changing World (Fort Collins, CO: Parlor Press), pp. 3–16.

    Google Scholar 

  • Swan. M. (1985) ‘A Critical Look at the Communicative Approach’, ELT Journal, 39 (1), 2–12.

    Article  Google Scholar 

  • Tardy, C. (2006) ‘Researching First and Second Language Genre Learning: A Comparative Review and a Look Ahead’, Journal of Second Language Writing, 15 (2), 79–101.

    Article  Google Scholar 

  • Tardy, C. (2009) Building Genre Knowledge (West Lafayette, IN: Parlor Press).

    Google Scholar 

  • Tardy, C. (2011) ‘The History and Future of Genre in Second Language Writing’, Journal of Second Language Writing, Special Issue: The Future of Genre in Second Language Writing: A North American Perspective, 1–5.

    Google Scholar 

  • Tardy, C. (2012) ‘A Rhetorical Genre Theory Perspective on L2 Writing Development’, in R. Manchôn (ed.), Trends in Applied Linguistics: L2 Writing Development: Multiple Perspectives (Berlin, DEU: Walter de Gruyter, ProQuest ebrary), pp. 165–190.

    Google Scholar 

  • Tardy, C. (2013) ‘Genre Studies from a U.S. Composition/ESP Perspective’, Paper presented at the Writing Research Across Borders I II Conference, Paris, France, February.

    Google Scholar 

  • Tardy, C. (in press). ‘Bending Genres, or When Is a Deviation an Innovation?’, in N. Artemeva and A. Freedman (eds), Genre Studies around the World: Beyond the Three Traditions (Edmonton, Alberta, Canada: Inkshed).

    Google Scholar 

  • Toumi-Gröhn, T. and Y. Engeström (eds) (2003) Between School and Work: New Perspectives on Transfer and Boundary-Crossing (Oxford: Elsevier).

    Google Scholar 

  • Wardle, E. (2007) ‘Understanding Transfer from FYC: Preliminary Results of a Longitudinal Study’, WPA: Writing Program Administration, 31 (1–2), 62–85.

    Google Scholar 

  • Wee, R., J. Sim and K. Jusoff (2009) ‘Enhancing the Quality of EAP Writing Through Overt Teaching’, English Language Teaching, 2 (3), 58–68.

    Article  Google Scholar 

  • Yin, R. K. (2011) Qualitative Research from Start to Finish (New York, NY: The Guilford Press).

    Google Scholar 

Download references

Authors
  1. Natasha Artemeva
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Donald N. Myles
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of West London, UK

    Garin Dowd

  2. University of Birmingham, UK

    Natalia Rulyova

Copyright information

© 2015 Natasha Artemeva and Donald N. Myles

About this chapter

Cite this chapter

Artemeva, N., Myles, D.N. (2015). Perceptions of Prior Genre Knowledge: A Case of Incipient Biliterate Writers in the EAP Classroom. In: Dowd, G., Rulyova, N. (eds) Genre Trajectories. Palgrave Macmillan, London. https://doi.org/10.1057/9781137505484_13

Download citation

Publish with us

Policies and ethics

Search

Navigation