Analysis of Generic Structure Developments of Exposition Essays Written by Thai University Students: Sydney Genre - Based School and Systemic Functional Linguistics Perspectives
Article Sidebar
Published:
Apr 1, 2019
Keywords:
Generic Structure Development, Exposition Essay, Sydney Genre -Based School, Systemic Functional Linguistics
Main Article Content
Abstract
This paper reports on the analysis of generic structure developments of students’ selected exposition essays. The study analyses and highlights how English major students constructed and executed generic structures in their exposition essays while taking the course of “Advanced Integrated English Writing and Reading Skills” at the Department of English, Faculty of Liberal Arts and Science, Kasetsart University, Kamphaeng Saen Campus in the 2017 Academic Year. The detailed analysis of samples of students’ exposition essays indicates that all students could write their exposition essays explicitly and clearly to a greater degree in terms of generic structure developments after the six weeks before mid-session of the course and they were able to include macro genres (information reporting genre and exemplification genre) in their essays. The study suggests that it is a challenging task for the lecturer to help students understand and follow the typical generic structure as identified in the Sydney genre -based school while they are accustomed to other writing approaches from previous courses. It is, therefore, essential for the course to further develop students’ reading and writing abilities in exposition essays which would be required to complete before they finish their program. Some recommendations are also offered for future research in the areas of genre based studies, systemic functional linguistics, writing assessment and language and text evaluation.
Article Details
Section
Humanities, Social Sciences, and Arts
References
Chaisiri. T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1, 181-199.
Christie, F. (1999). "Genre Theory and ESL Teaching: A Systemic Functional Perspective." Tesol Quarterly 33(4): 759-763.
Derewianka, B. (2003). "Trends and Issues in Genre-Based Approaches." RELC Journal 34(2): 133-154.
Ellis, R. A. (2005). Supporting genre - based literacy pedagogy with technology - the implications for the framing and classification of the pedagogy. Analysing Academic Writing. L. J.Ravelli and R. A. Ellis. London, Continuum: 210-232.
Emilia, E. (2005). A critical genre -based approach to teaching academic writing in a tertiary EFL context in
Indonesia. Department of Language, Literacy and Arts Education Faculty of Education. Melbourne, The University of Melbourne. Doctor of Philosophy: 343.
Feez, S. (1998). Text-based syllabus design. Sydney, National Centre for English Language Teaching and Research
(NCELTR).
Flowerdew, L. (2000). "Using a Genre-Based Framework To Teach Organizational Structure in Academic Writing."
ELT Journal v54 n4 p369-78 Oct 2000.
Hyland, K. (2003). "Genre-based pedagogies: A social response to process." Journal of Second Language Writing
12(1): 17-29.
Hyland, K. (2002). Genre: Language, context, and literacy. Annual Review of Applied Linguistics 22, 113-135.
Wingate, U. (2012) “Argument!’ helping students understand what essay writing is about” Journal of English for
Academic Purposes, Volume 11, Issue 2, June 2012.
Bacha, N. (2010) “Teaching the academic argument in a university EFL environment” Journal of English for Academic Purposes, Volume
9, Issue 3, September 2010.
Limpabandhu, P., Kongmanus, K., Yutdhana, S. (2018) A Study of components of blended learning model with experience based
teaching and scaffolding to enhance English writing skill for primary students
Ngonkum, S. (2013). Learning to write through a genre-based approach in a Thai classroom. . 33rd Thailand TESOL
International Conference: "E" novation and Communities in ELT. Pullman KhonKaen Raja Orchid Hotel, KhonKaen, Thailand. January 25-26, 2013.Thailand TESOL international conference proceedings
Martin, J. R. (1984). Language, Register and Genre. Geelong, Victoria, Deakin University.
_________. (1992). "Genre and Literacy-Modeling Context in Educational Linguistics." Annual Review of Applied Linguistics v13 p141-72
1992.
__________(1997). Analyzing genre: Functional parameters. In F. Christie & J.R. Martin (Eds.), Genre and institutions: Social processes in the
workplace and school. Open Linguistics Series, ed. R.F. Fawcett. London: Continuum. 3-39.
_________ (2001). Language, Register and Genre. Analysing English in a Global Context. A. Burns and C. Coffin. London, Routledge: 276.
Martin, J. R. and D. Rose (2003). Working with Discourse. London, Continuum.
_________ (2008). Genre Relations: Mapping Culture. London, Equinox.
Phonlabutra, K. (2007). Learning in an English content- based program in a junior-high school in Thailand: A case study. United States –
Arizona, The University of Arizona: 317.
Stapleton, P. and Wu, Y. (2015) “Assessing the quality of arguments in students' persuasive writing: A case study analyzing the
relationship between surface structure and substance” Journal of English for Academic Purposes, Volume 17, March 2015.
Knapp, P. and Watkins, M. (2005). Genre, Text, Grammar Technologies for Teaching and Assessing Writing. Sydney, University of New
South Wales Press.
Kongpetch, S. (2003). The implications of the genre-based approach on the teaching of English writing at the Department of Foreign
Languages, KhonKhaen University in North-Eastern Thailand University of Technology, Sydney. PhD.
_________ (2006). "Using a genre-based approach to teach writing to Thai students: A case study." Prospect 21(2): 33.
Kuiper, C., Smit, J., De Wachter, L.,& Elen, J. (2017). Scaffolding tertiary students’ writing in a genre-based writing intervention. Journal of
Writing Research, 9(1),27-59. doi: 10.17239/jowr-2017.09.01.02
Gardner, S. (2012). Genres and registers of student report writing: An SFL perspective on texts and practices. Journal of English for
Academic Purposes, 11(1), 52–63. DOI: 10.1016/j.jeap.2011.11.002
Payaprom, S. (2012). The impact of a genre-based approach on English language teaching in an EFL tertiary context in Thailand. Faculty
of education, University of Wollongong. Unpublished PhD Thesis.
Piriyasilpa, Y.(2017), Review of the SFL Genre – Based Approach in a Thai Tertiary Context. The New English Teacher 10.2, pp. 67-88.
Prapinwong, M. (2008). Constructivist language learning through WebQuests in the EFL context: An exploratory
study. United States – Indiana, Indiana University: 224.
Tawilapakul, U. (2003). "The use of English tense by Thai university students." e- Journal for Researching Teachers 1(3).
Tuppoom, J. (2005). The effects of noticing linguistic features and discourse on Thai EFL learners' revision of academic essays, Suranaree
University of Technology. Doctor of Philosophy in English Language Studies.
Srinon, U. (2009). An investigation of generic structure development on the introduction of a genre-based approach into a Thai
university‘s academic writing context. , held at the Queensland University of Technology, Brisbane 30 September –2 October. Proceeding of the ASFLA Conference, Practicing Theory: Expanding Understanding of Language, Literature and Literacy.
_______ (2011). A longitudinal study of developments in the academic writing of Thai university students in the context of a genre
based pedagogy, Faculty of Humanities and Social Sciences, Department of Linguistics, University of Adelaide, Unpublished PhD Thesis
Woodward-Kron, R. (2005). "The role of genre and embedded genres in tertiary students' writing." Prospect (08147094) 20 (3):
24-41.
Christie, F. (1999). "Genre Theory and ESL Teaching: A Systemic Functional Perspective." Tesol Quarterly 33(4): 759-763.
Derewianka, B. (2003). "Trends and Issues in Genre-Based Approaches." RELC Journal 34(2): 133-154.
Ellis, R. A. (2005). Supporting genre - based literacy pedagogy with technology - the implications for the framing and classification of the pedagogy. Analysing Academic Writing. L. J.Ravelli and R. A. Ellis. London, Continuum: 210-232.
Emilia, E. (2005). A critical genre -based approach to teaching academic writing in a tertiary EFL context in
Indonesia. Department of Language, Literacy and Arts Education Faculty of Education. Melbourne, The University of Melbourne. Doctor of Philosophy: 343.
Feez, S. (1998). Text-based syllabus design. Sydney, National Centre for English Language Teaching and Research
(NCELTR).
Flowerdew, L. (2000). "Using a Genre-Based Framework To Teach Organizational Structure in Academic Writing."
ELT Journal v54 n4 p369-78 Oct 2000.
Hyland, K. (2003). "Genre-based pedagogies: A social response to process." Journal of Second Language Writing
12(1): 17-29.
Hyland, K. (2002). Genre: Language, context, and literacy. Annual Review of Applied Linguistics 22, 113-135.
Wingate, U. (2012) “Argument!’ helping students understand what essay writing is about” Journal of English for
Academic Purposes, Volume 11, Issue 2, June 2012.
Bacha, N. (2010) “Teaching the academic argument in a university EFL environment” Journal of English for Academic Purposes, Volume
9, Issue 3, September 2010.
Limpabandhu, P., Kongmanus, K., Yutdhana, S. (2018) A Study of components of blended learning model with experience based
teaching and scaffolding to enhance English writing skill for primary students
Ngonkum, S. (2013). Learning to write through a genre-based approach in a Thai classroom. . 33rd Thailand TESOL
International Conference: "E" novation and Communities in ELT. Pullman KhonKaen Raja Orchid Hotel, KhonKaen, Thailand. January 25-26, 2013.Thailand TESOL international conference proceedings
Martin, J. R. (1984). Language, Register and Genre. Geelong, Victoria, Deakin University.
_________. (1992). "Genre and Literacy-Modeling Context in Educational Linguistics." Annual Review of Applied Linguistics v13 p141-72
1992.
__________(1997). Analyzing genre: Functional parameters. In F. Christie & J.R. Martin (Eds.), Genre and institutions: Social processes in the
workplace and school. Open Linguistics Series, ed. R.F. Fawcett. London: Continuum. 3-39.
_________ (2001). Language, Register and Genre. Analysing English in a Global Context. A. Burns and C. Coffin. London, Routledge: 276.
Martin, J. R. and D. Rose (2003). Working with Discourse. London, Continuum.
_________ (2008). Genre Relations: Mapping Culture. London, Equinox.
Phonlabutra, K. (2007). Learning in an English content- based program in a junior-high school in Thailand: A case study. United States –
Arizona, The University of Arizona: 317.
Stapleton, P. and Wu, Y. (2015) “Assessing the quality of arguments in students' persuasive writing: A case study analyzing the
relationship between surface structure and substance” Journal of English for Academic Purposes, Volume 17, March 2015.
Knapp, P. and Watkins, M. (2005). Genre, Text, Grammar Technologies for Teaching and Assessing Writing. Sydney, University of New
South Wales Press.
Kongpetch, S. (2003). The implications of the genre-based approach on the teaching of English writing at the Department of Foreign
Languages, KhonKhaen University in North-Eastern Thailand University of Technology, Sydney. PhD.
_________ (2006). "Using a genre-based approach to teach writing to Thai students: A case study." Prospect 21(2): 33.
Kuiper, C., Smit, J., De Wachter, L.,& Elen, J. (2017). Scaffolding tertiary students’ writing in a genre-based writing intervention. Journal of
Writing Research, 9(1),27-59. doi: 10.17239/jowr-2017.09.01.02
Gardner, S. (2012). Genres and registers of student report writing: An SFL perspective on texts and practices. Journal of English for
Academic Purposes, 11(1), 52–63. DOI: 10.1016/j.jeap.2011.11.002
Payaprom, S. (2012). The impact of a genre-based approach on English language teaching in an EFL tertiary context in Thailand. Faculty
of education, University of Wollongong. Unpublished PhD Thesis.
Piriyasilpa, Y.(2017), Review of the SFL Genre – Based Approach in a Thai Tertiary Context. The New English Teacher 10.2, pp. 67-88.
Prapinwong, M. (2008). Constructivist language learning through WebQuests in the EFL context: An exploratory
study. United States – Indiana, Indiana University: 224.
Tawilapakul, U. (2003). "The use of English tense by Thai university students." e- Journal for Researching Teachers 1(3).
Tuppoom, J. (2005). The effects of noticing linguistic features and discourse on Thai EFL learners' revision of academic essays, Suranaree
University of Technology. Doctor of Philosophy in English Language Studies.
Srinon, U. (2009). An investigation of generic structure development on the introduction of a genre-based approach into a Thai
university‘s academic writing context. , held at the Queensland University of Technology, Brisbane 30 September –2 October. Proceeding of the ASFLA Conference, Practicing Theory: Expanding Understanding of Language, Literature and Literacy.
_______ (2011). A longitudinal study of developments in the academic writing of Thai university students in the context of a genre
based pedagogy, Faculty of Humanities and Social Sciences, Department of Linguistics, University of Adelaide, Unpublished PhD Thesis
Woodward-Kron, R. (2005). "The role of genre and embedded genres in tertiary students' writing." Prospect (08147094) 20 (3):
24-41.