Applying Genre Theory to Improve Exposition-Type Essay Writing

  1. Martínez Lirola, María
  2. Tabuenca Cuevas, María
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2010

Número: 13

Páginas: 29-42

Tipo: Artículo

DOI: 10.30827/DIGIBUG.31922 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Referencias bibliográficas

  • Biber, D. (2006). University Language A Corpus-Based Study of Spoken and Written Registers. Amsterdam /Philadelphia: John Benjamins
  • Bitchener, J., Young, S. and Cameron, D. (2005). "The effect of different types of corrective feedback on ESL student writing", in Journal of Second Language Writing, 14: 191-205
  • Bruce, I. (2008). Academic Writing and Genre. A Systematic Analysis. London: Continuum
  • Droga, L. and Humphrey, S. (2003). Grammar and Meaning. An Introduction for Primary Teachers. Berry NSW: Target Texts
  • Drury, H. (2004). "Teaching academic writing on screen: a search for best practice", in R. Ellis and J.L. Ravelli (eds.) Analysing Academic Writing. Contextualised Frameworks. London: Continuum, 233-253
  • European Commission, Erasmus - Socrates Programme. http://ec.europa.eu/ education/programmes/socrates/erasmus/statisti/table 8.pdf
  • Ferris, D.R. (1995). "Students reactions to teacher response in multiple-draft composition classrooms", in TESOL Quarterly 29: 33-53
  • Ferris, D.R. (2002). Treatment of error in second language student writing. Ann Arbor: University of Michigan Press
  • Ferris, D. R. (2004). "The 'grammar correction' debate in L2 writing: Where are we, and where do we go from here?", in Journal of Second Language Writing, 13: 49-62
  • Ferris, D.R. and Hedgcock, J.S. (1998). Teaching ESL Composition: Purpose, Process and Practice. Mahwah, NJ; Lawrence Erlbaum Associates
  • Halliday, M.A.K (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold
  • Holmes, M. (1996-2002). "Markin version 3.0." (Software program) Shareware Windows Program for Marking Student Essays". Creative Technology (Microdesign) Ltd. Uttoxeter. [Internet document available at http://www.cict.co.uk/markin/]
  • Hubbard, P. (2004). Learner training for effective use of CALL, in S. Fotos and C. Browne (eds.) New Perspectives on CALL for the Second Language Classroom. Mahwah, NJ: Lawrence Erlbaum, 45-67
  • Hubbard, P. and Levy, M. (2006). "The scope of CALL education", in P. Hubbard and M. Levy (eds.) Teacher Education in CALL. Amsterdam/Philadelphia: John Benjamins, 3-20
  • Hyland, F. (2003). "Focusing on form: student engagement with teacher feedback". System 31: 217-230
  • Imhoof, M. and Hudson, H. (1975). From Paragraph to Essay: Developing Composition Writing. London: Longman
  • Koutsantoni, D. (2007). Developing Academic Literacies. Understanding Disciplinary Communities' Culture and Rhetoric. Frankfurt: Peter Lang
  • Kress, G. (2003). Literacy in the New Media Age. London: Routledge
  • Martin, J. and Rose, D. (2008). Genre Relations. Mapping Culture. London: Equinox
  • Martínez Lirola, M. (2006). "The importance of teaching Systemic Functional Linguistics and Text Linguistics to improve writing in Bilingual Education Programs in the USA", in Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 5: 139-150
  • Martínez Lirola, M. (2007). "El nuevo papel del profesor universitario en el proceso de convergencia europeo y su relación con la interacción, la tutoría y el aprendizaje autónomo". Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras, 7: 31-43
  • Martínez Lirola, M. and Crespo, E. (2008). "Explorando las variables incidentes en la motivación del alumno de Filología Inglesa en el ámbito del Espacio Europeo de Educación Superior", in Merma Molina, G. and F. Pastor Verdú (coords.) Aportaciones Curriculares para la Interacción en el Aprendizaje. Redes de Investigación Docente-Espacio Europeo de Educación Superior. Vol. I. Alcoy: Marfil, 119-135
  • Martínez Lirola, M. and Tabuenca Cuevas, M. (2008). "Integrating CALL and Genre Theory: a Proposal to Increase Students' Literacy", in RECALL, 20 (1): 67-81
  • Painter, C. (2001). "Understanding Genre and Register: Implications for Language Teaching", in A. Burns and C. Coffin (eds.) Analysing English in a Global Context. A Reader. London: Routledge, 167-180
  • Pérez Gutiérrez, M and Pérez Torres, I. (2005). "Audio-visual resources and new technologies in ELT", in D. Madrid, N. Mclaren, N. and A. Bueno (eds.) TEFL in Secondary Education. Granada: Universidad de Granada, 545-578
  • Truscott, J. (1996). "The case against grammar correction in L2 writing classes", in Language Learning, 46, 327-369
  • Wennerstrom, A. (2003). Discourse Analysis in the Language Classroom. Vol. 2. Genres of Writing. Michigan: The University of Michigan Press