The framework of genre analysis described in Swales (1990) has become arguably the most influenti... more The framework of genre analysis described in Swales (1990) has become arguably the most influential one for analyzing EAP learners' target discourse and for developing learnerresponsive EAP materials at the pre-instructional stage. What other roles can genre analysis play in EAP teaching and learning? In this paper, I present multiple excerpts from a student's genre analysis tasks and from my own analysis of the same journal article introduction that the student analyzed. I look closely at one ‘incident' in which the student interpreted a statement in the genre exemplar as the authors' attempt to “create a gap of study.” Elaborating on this ‘incident,’ I argue that the genre analysis framework conceptualized by Swales (1990) can function simultaneously at three interacting levels: as a framework for analyzing learners' target discourse at the pre-instructional stage, as a framework for guiding learners to learn EAP writing during instruction, and as a framework for EAP teachers to continuously deepen their genre knowledge and their knowledge of students' target genres. I conclude by proposing two future research directions: focusing on studying learners who use genre analysis to learn EAP and focusing on learners' real needs in genre analysis research projects.
ESP practitioners’ knowledge base, especially the role of content knowledge, is a topic of contin... more ESP practitioners’ knowledge base, especially the role of content knowledge, is a topic of continuing interest in the field. In this paper, I review the distinction between specialist knowledge and specialized knowledge proposed by Fergusson (1997). I examine the three elements of specialized knowledge—knowledge of disciplinary cultures, knowledge of the related epistemological assumptions of the target discipline, and knowledge of the target genre. I problematize the arguments about the pathways toward developing specialized knowledge either stated or alluded to by Fergusson and others. I then point out that genre analysis can not only serve as the path toward developing ESP practitioners’ knowledge of the target genre, which is the third element of specialized knowledge, but can also help ESP practitioners develop the other two elements of specialized knowledge— knowledge of disciplinary cultures and knowledge of the epistemological assumptions. I also point out that using genre analysis as the path toward the other two elements of specialized knowledge can be enhanced by studying other related genres. Emphasizing the value of genre analysis can also help ESP practitioners develop a potentially more productive approach to interacting with subject-matter experts. I conclude the paper by encouraging ESP practitioners to engage in research to illuminate how genre analysis can help uncover knowledge of disciplinary culture and knowledge of the related epistemological assumptions.
Abstract Some researchers believe that the ESP genre-based framework of writing instruction is ef... more Abstract Some researchers believe that the ESP genre-based framework of writing instruction is effective in teaching discipline-specific English EAP writing to L2 learners, especially to advanced L2 graduate students. However, studies examining students' ...
The interaction between learner characteristics, including learners’ histories and goals of learn... more The interaction between learner characteristics, including learners’ histories and goals of learning, and learners’ analysis and production of target genres remains a topic of continuing interest in the genre-based literacy framework. This case study documented an L2 graduate student’s individualized engagement with genre in both her reading and writing tasks in a genre-based academic writing course. The analysis of the
The framework of genre analysis described in Swales (1990) has become arguably the most influenti... more The framework of genre analysis described in Swales (1990) has become arguably the most influential one for analyzing EAP learners' target discourse and for developing learnerresponsive EAP materials at the pre-instructional stage. What other roles can genre analysis play in EAP teaching and learning? In this paper, I present multiple excerpts from a student's genre analysis tasks and from my own analysis of the same journal article introduction that the student analyzed. I look closely at one ‘incident' in which the student interpreted a statement in the genre exemplar as the authors' attempt to “create a gap of study.” Elaborating on this ‘incident,’ I argue that the genre analysis framework conceptualized by Swales (1990) can function simultaneously at three interacting levels: as a framework for analyzing learners' target discourse at the pre-instructional stage, as a framework for guiding learners to learn EAP writing during instruction, and as a framework for EAP teachers to continuously deepen their genre knowledge and their knowledge of students' target genres. I conclude by proposing two future research directions: focusing on studying learners who use genre analysis to learn EAP and focusing on learners' real needs in genre analysis research projects.
ESP practitioners’ knowledge base, especially the role of content knowledge, is a topic of contin... more ESP practitioners’ knowledge base, especially the role of content knowledge, is a topic of continuing interest in the field. In this paper, I review the distinction between specialist knowledge and specialized knowledge proposed by Fergusson (1997). I examine the three elements of specialized knowledge—knowledge of disciplinary cultures, knowledge of the related epistemological assumptions of the target discipline, and knowledge of the target genre. I problematize the arguments about the pathways toward developing specialized knowledge either stated or alluded to by Fergusson and others. I then point out that genre analysis can not only serve as the path toward developing ESP practitioners’ knowledge of the target genre, which is the third element of specialized knowledge, but can also help ESP practitioners develop the other two elements of specialized knowledge— knowledge of disciplinary cultures and knowledge of the epistemological assumptions. I also point out that using genre analysis as the path toward the other two elements of specialized knowledge can be enhanced by studying other related genres. Emphasizing the value of genre analysis can also help ESP practitioners develop a potentially more productive approach to interacting with subject-matter experts. I conclude the paper by encouraging ESP practitioners to engage in research to illuminate how genre analysis can help uncover knowledge of disciplinary culture and knowledge of the related epistemological assumptions.
Abstract Some researchers believe that the ESP genre-based framework of writing instruction is ef... more Abstract Some researchers believe that the ESP genre-based framework of writing instruction is effective in teaching discipline-specific English EAP writing to L2 learners, especially to advanced L2 graduate students. However, studies examining students' ...
The interaction between learner characteristics, including learners’ histories and goals of learn... more The interaction between learner characteristics, including learners’ histories and goals of learning, and learners’ analysis and production of target genres remains a topic of continuing interest in the genre-based literacy framework. This case study documented an L2 graduate student’s individualized engagement with genre in both her reading and writing tasks in a genre-based academic writing course. The analysis of the
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EAP materials at the pre-instructional stage. What other roles can genre analysis play in EAP teaching and learning? In this paper, I present multiple excerpts from a student's genre analysis tasks and from my own analysis of the same journal article introduction that the student analyzed. I look closely at one ‘incident' in which the student interpreted a statement in the genre exemplar as the authors' attempt to “create a gap of study.” Elaborating on this ‘incident,’ I argue that the genre analysis framework conceptualized by Swales (1990) can function simultaneously at three interacting levels: as a framework for analyzing learners' target discourse at the pre-instructional stage, as a framework for guiding learners to learn EAP writing during instruction, and as a framework for EAP teachers to continuously deepen their genre knowledge and their knowledge of students' target genres. I conclude by proposing two future research directions: focusing on studying learners who use genre analysis to learn EAP and focusing on learners' real needs in genre analysis research projects.
practitioners develop a potentially more productive approach to interacting with subject-matter experts. I conclude the paper by encouraging ESP practitioners to engage in research to illuminate how genre analysis can help uncover knowledge of disciplinary culture and knowledge of the related epistemological assumptions.
EAP materials at the pre-instructional stage. What other roles can genre analysis play in EAP teaching and learning? In this paper, I present multiple excerpts from a student's genre analysis tasks and from my own analysis of the same journal article introduction that the student analyzed. I look closely at one ‘incident' in which the student interpreted a statement in the genre exemplar as the authors' attempt to “create a gap of study.” Elaborating on this ‘incident,’ I argue that the genre analysis framework conceptualized by Swales (1990) can function simultaneously at three interacting levels: as a framework for analyzing learners' target discourse at the pre-instructional stage, as a framework for guiding learners to learn EAP writing during instruction, and as a framework for EAP teachers to continuously deepen their genre knowledge and their knowledge of students' target genres. I conclude by proposing two future research directions: focusing on studying learners who use genre analysis to learn EAP and focusing on learners' real needs in genre analysis research projects.
practitioners develop a potentially more productive approach to interacting with subject-matter experts. I conclude the paper by encouraging ESP practitioners to engage in research to illuminate how genre analysis can help uncover knowledge of disciplinary culture and knowledge of the related epistemological assumptions.