Genre and Writing: Completing the Rhetorical Triangle

1
Genre and Writing Completing the Rhetorical
Triangle

• Shawna Shapiro
• University of Washington

2
The Rhetorical Triangle

• Every communication is essentially a trilateral
  relationship.  Each point of the triangle
  influences the others, and all are influenced by
  the context of the communication.  Each point of
  the triangle bears some responsibility for the
  success of the communication. http//departments.
  bloomu.edu/english/111rhettri.htm

3
Current Challenges in L2 Writing
Instruction

• To incorporate theory and best practices from
  both domains (language acquisition and
  composition)
• To develop a paradigm that addresses both
  textual and contextual aspects of writing
• To continue to reflect student-centeredness and
  pragmatism

4
Benefits of a Genre-based Instructional Paradigm

• Integrates reading and writing
• Unites text and context
• - Examines socio-cultural factors, as well as
  discourse features
• Incorporates both form and flexibility
• Allows for increased explicitness and
  articulation of expectations
• Promotes informed, empowered decision-making
• Offers transferable strategies
• - Skills that can be used in many
  situations, rather than tasks that have been
  tailored for one class

5
Genre and L2 Writing

• Characteristics of genre-based writing
  instruction (both L1 and L2)
• Incorporates critical reading, exploring purpose,
  audience, etc.
• Notices features of texts content, format, word
  choice, syntax, grammar, etc
• (may use Discourse Analysis techniques, or other
  sets of linguistic and sociolinguistic features)
• Compares and connects genres (avoids isolation)
• Discusses values and beliefs as reflected through
  writing
• Encourages students to make informed choices
  based on genre knowledge
• May involve social studies and other
  disciplines to add to students contextual
  knowledge

6
Sample Lesson Letter to the Editor (A)
Genre and L2 Writing

• Objectives
• Students practice persuasive writing,
  particularly through a problem-solution framework
• Students understand context for periodicals and
  editorial writing
• Students practice analysis of audience
  expectations through analysis of content,
  organization, word choice, syntax, and
  grammatical features.

7
Other Genre Analysis Ideas

• Transforming writing from one genre to another.
  
• (Eg expository essay gtgt brochure
  contrastive essay gtgt letters (or dialogue)
  between authors.
• Comparing common academic genres (abstracts,
  proposals, textbook introductions) across
  disciplines to understand differences (especially
  between humanities and natural sciences).
• Using non-academic genres (advertisements,
  restaurant menus, movie reviews, advice columns)
  as a source of information about culture and
  society.
• Analyzing genres more familiar to students than
  instructors (Instant Messaging, rap, blog, how
  to manual)

8
For more information

• Email shapis_at_u.washington.edu
• My course websites
• www.staff.washington.edu/shapis/101a (L2)
• www.staff.washington.edu/shapis/131f (L1)
• Recommended reading
• C. Berkenkotter and T. Huckin (genres in
  disciplines)
• Suresh Canagarajah (current TQ editor,
  sociocultural focus)
• Ken Hyland (theory gtgt practice)
• Ann Johns (research gtgt practice and curriculum)
• John Swales (theory)
• William Grabe (theory)