Yang Ruiying PhD, Professor Xi’an Jiaotong University Email: yangryd@mail.xjtu

1. Genre-based College English Instruction: The Case of Academic Writing Yang Ruiying PhD, Professor Xi’an Jiaotong University Email: yangryd@mail.xjtu.edu.cn

2. Themes of the conference • Content-based Instruction (CBI) • English for Specific Purposes (ESP) • Discipline-based Foreign Language Instruction (DBI)

3. Content-based Instruction (CBI) • Content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning. • Learners are exposed to a considerable amount of language through stimulating content. • Learners explore interesting content & are engaged in appropriate language-dependent activities. Learning language becomes automatic. • Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation. (http://en.wikipedia.org/wiki/Content-based_instruction)

4. English for Specific Purposes Defining characteristics by Dudley - Evans (1997) ESP is defined to meet specific needs of the learners; ESP makes use of underlying methodology and activities of the discipline it serves; ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

5. English for Specific Purposes • ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning” (Hutchison, 1989:19)

6. CBI, ESP and DBI CBI (Teach language through subject matter) CBI ESP ESP DBI DBI

7. TheTreeofELT

8. Challenges for Current College English Teaching • GE is dominant, without much relation to the subjects and future profession of students; • Students are not highly motivated; • The learning outcome is not satisfactory; • What they have learned can hardly meet the needs of communication in further study or in future profession.

9. Possible solution • English for specific purposes, especially EAP; • CBI/DBI

10. DifficultiestoteachESP Lack of teachers with subject knowledge (Li Hong, 2010; Jia Weiguo, 2010…) Lack of suitable materials (Jia Weiguo, 2010 , Ji Peiying, 2010)

11. TheObjectivesofESP • Focus on English or focus on subject knowledge? • How could teachers overcome the difficulties of subject or occupational knowledge? Focus on English

12. Genre Analysis The theory of genre analysis provides us a perspective to understand and explain “texts in ESP” in terms of communicative function; It is also a focused and an effective approach to ESP teaching.

13. Definition of genre • A genre comprises a class of communicative events, the members of which share some set of communicative purposes. （Swales，1990） • Examples of communicative events: • e.g. Wedding ceremony? • Concert? • Sales encounter? • Class lecture? • Academic conference?

14. Definition of genre • These purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre. Question to consider: 1. What are the purposes of Wedding ceremony? 2. What is the rationale of wedding ceremony? 3. Are Western ceremony similar as that of Chinese in terms of rationale?

15. Definition of genre • This rationale shapes the schematic structure of the discourse and influences and constrains the choice of content and style.

16. Definition of genre • In addition to purpose, exemplars of a genre exhibit various patterns of similarity in terms of structure, style, content and intended audience. If all high probability expectations are realized, the exemplar will be viewed as prototypical by the parent discourse community. • (Swales, 1990: 58)

17. Text type • A traditional concept based on the • form of text such as poetry, novels, • drama, fairy tales etc.

18. Genre and text type • Genre names overlap with text types, but the conceptualization is different. • Text types are classified on the basis of format and formal structure. • Genre is recognized as a communicative event sharing some communicative purposes. • This difference in conceptualization results in different ways and methods in interpreting discourse.

19. Large patterns in text: problem-solution, general-specific, claim-counter claim Discourse analysis • Describes language above the sentence level; • Studies language in use or in context; • E.g. Halliday and Hasan: Cohesion in English • (1976) ; • Michale Hoey: On the surface of discourse • (1983); Patterns of lexis in text (1991).

20. Instances of genre Instruction leaflet, personal letters, official letters, public notice, story, poems, news report, speech, debate, academic articles, etc.

21. Genre analysis • Investigates the discourse which share some common communicative purposes. • Aims not only to describe the discourse features but also to explain the features in the light of communicative purposes and the institutional culture.

22. The CARS Model (Swales, 1990:141) Declining rhetorical effort Weakening knowledge claims Increasing explicitness

23. Academic Genres

24. Academic Supporting Genres (Swales, 2011) Getting into Graduate School Statements of Purpose Personal Statements Finding Your Voice in the Academic Community Communicating with Seniors Communicating with Co-authors Requests and Reminders Writing Apologies Establishing Yourself in Graduate School Small Grant Applications Other Applications Letters of Recommendation Supporting the Publication Process Manuscript Submissions Responding to Reviewers and Editors Moving on to an Academic or Research Career Curricula Vitae External Job Applications Statements of Teaching Philosophy

25. Genre-based ESP teaching • To enable learners to use language functionally, so the teaching combines language forms and functions. • To examine the structure of discourse, the relationship between language forms and discourse functions as well as linguistic features.

26. Genre-based ESP teaching • Methodology: Human activity, whether in employment or in the classroom can be seen as a series of tasks – some having a communicative aspect, others not. (Swales, 1990 ) Task is central to methodology.

27. Genre-based ESP teaching • Swale’s definition of task: • One of a set of differentiated, sequenceable goal-directed activities drawing upon a range of cognitive and communicative procedures relatable to the acquisition of pre-genre and genre skills appropriate to a foreseen or emerging sociorhetorical situation.

28. The Case of Academic Writing Current Needs: • Why do college students write in English in their undergraduate study in China?

29. The Case of Academic Writing Potential needs in future graduate study in China: • Write research articles? • Cover letter to editors? • Reply to revision requests? • ….

30. The Case of Academic Writing • Statements of Purpose • Curricula Vitae • Application for financial aid • Communicating with Seniors Getting into graduate school Potential needs for graduate study overseas Studying at English-medium universities • Experimental report • Course paper • Research proposal • Thesis and Dissertation • Research article

31. Current and potential writing needs for Year Two Undergraduates • Communicating with Seniors:Requests and apologies • Statements of Purpose • Curricula Vitae • Recommendation letter • Application for financial aid • Course paper

32. Course Objectives • To developstudents ability to produce generically acceptable texts in terms of organization and style; • To develop their study skills in handling academic study such as note-taking from reading, evaluating facts and opinion; giving definition, making summary, describing and interpreting tables and graphs; • To improve accuracy in writing.

33. Course Syllabus

34. Understanding the purpose of request letter Task One. Think about the following questions. • What would you do if you found a reference that is essential to your research not available in your country? • Have you ever asked the author to send you the reference? • If you do, how would organize your message?

35. Understandingthe purpose of request letter Task Two: Here are two email messages to ask for help. Which do you prefer and why? Text A Dear Professor Swales, I have been interested in your work for some time, and I am currently writing a thesis on the history of English for Specific Purposes in the Arab World. In this context, I have seen a reference to a 1983 volume on this topic, which you co-edited with Hassan Mustafa. I have looked for it here in Morocco, but in vain; I found it is not available. Would you be able to send me a copy? I am looking forward to hearing from you soon, With respect Ms Fatima Abdulla

36. Understanding the purpose of request letter Text B Dear Professor Swales, Would you be able to send me a copy of the 1983 volume on English for Specific Purposes in the Arab World, which you co-edited with Hassan Mustafa? I have looked for it here in Morocco, but in vain; I found it is not available. I am currently writing a thesis on the history of English for Specific Purposes in the Arab World. I have been interested in your work for some time. I am looking forward to hearing from you soon. With respect, Ms Fatima Abdulla

37. Academic correspondence styles Task Three Which of the following closings would you choose? a) Thanks for reading my application & looking forward to hearing back soon. b) In closing, this applicant iterates his deep interest in the position and expresses his profound appreciation of your careful review of his case. c) Thank you for your consideration and looking forward to hearing from you in due course.

38. Personal Statement • Task One: Discuss the following questions 1. What is the purpose of PS? What is it used for? 2. What information do you expect to find in it? 3. What characteristics do you think PS should have? 4. What is the writing style of PS?

39. Personal Statement • Task Two: Compare the beginnings (Hook) of two PS and decide which one is more effective.

40. Personal Statement Text A • I remember hearing the loud snap resonating across the field and having no doubt it was broken. Looking down at my forearm during the high school football game, the distal end dangling as both the left radius and ulna had been broken at midshaft. I felt certain I had experienced my last football event. …

41. Personal Statement • My initial interest in economics was kindled by curiosity about the workings of the economy. In the past twenty years, China went through a series of economic reforms, including privatization of state-owned enterprises, reform of non-tradable shares, and reform of agricultural taxes and charges. Growing up in the midst of these social reforms has led me to experience the progress and chaos, and the opportunities and pitfalls caused by policy changes. My interest in economic issues grew as I entered university, and I began to wonder about the forces driving the economy and question the validity of government economic policies.

42. Personal Statement

43. Personal Statement • Task Three: Here are two statements of purpose. Which one do you think is more effective? And Why? • Task Four: Revise the one that you think is less effective. • Task Five: Write a PS to apply to XXX University according top its specific request.

44. Implication for College English Instruction • Genre-based approach to the relevant content for students. • Focus on discourse patterns and linguistic features of a genre. • Make use of the resources from genre-based studies and develop or adapt materials.

45. Thank you!