The Genre Approach to Writing: A Socially Contextualized Pedagogy for Effective Instruction

Abstract

This article examines the genre approach to writing pedagogy, which emphasizes writing as a social activity shaped by conventions and purposes specific to different genres. Unlike process-based approaches that focus primarily on cognitive processes, the genre approach highlights how writers use particular genres to fulfill social functions and communicate effectively with distinct audiences. The article explores the theoretical foundations of genre theory and its application in writing instruction, comparing it with process-oriented models. It explains how the genre approach shifts the focus from individual writing processes to the external conventions that govern textual production across various contexts. The article also provides an overview of three key genre-based pedagogies: the Sydney School, English for Specific Purposes (ESP), and the New Rhetoric Group (NRG). Each pedagogy offers a distinct perspective on how genres should be taught, from analyzing discourse structures to focusing on social contexts and purposes. Practical classroom implications are discussed, including strategies for genre-based teaching cycles, text analysis, and collaborative writing activities. The article concludes by advocating for the integration of genre pedagogy into writing instruction, emphasizing its potential to enhance students' writing skills, raise genre awareness, and help learners adapt to diverse communicative contexts. Despite critiques of its prescriptiveness, the genre approach is seen as a valuable tool for fostering effective writing and critical thinking.

Keyword: Genre Approach, Writing Pedagogy, ESP, Sydney School, New Rhetoric, genre-based teaching