Using genre-based writing instruction to teach the writing of literary criticism
Literary criticism requires students to interpret and critique a literary text using literary theories. This study examined the use of genre-based writing instruction to teach the writing of literary criticism to a group of first year undergraduate students. The genre approach used was based on t...
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2016
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| Online Access: | http://journalarticle.ukm.my/10135/ http://journalarticle.ukm.my/10135/ http://journalarticle.ukm.my/10135/1/9272-33379-1-PB.pdf |
| Summary: | Literary criticism requires students to interpret and critique a literary text using literary
theories. This study examined the use of genre-based writing instruction to teach the writing
of literary criticism to a group of first year undergraduate students. The genre approach used
was based on the Teaching Learning Cycle (TLC) developed by Systemic Functional
Linguistics scholars. Past studies have shown that there is a dearth of research studying the
use of the genre approach in teaching writing for literature in the ESL context. This study was
undertaken as an exploratory case study, using pre-post tests and interview as data collection
methods. An analysis of respondents’ essays revealed that they have improved in their ability
to demonstrate all but a few of the rhetorical and linguistic conventions of a literary criticism.
However, respondents who participated in the interview opined that they struggled in relating
the exemplar studied during the deconstruction stage and felt that the writing instructor was
too prescriptive in the joint-construction stage. Hence, the study revealed a need to hone
students’ mastery of the subject content and language use. Writing instructors need to cater to
the needs of the learners in carrying out the TLC. |
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