Textual Borrowing and Perspective-Taking: A Genre-Based Approach to L2 Writing

This qualitative study explored the impact of reading on writing in a collegiate French culture course that emphasized genre-based writing pedagogy. In particular, the study focused on how 19 advanced collegiate learners of French used model text resources in writing a letter-manifesto and what thei...

Full description

Saved in:
Bibliographic Details
Published in:L2 Journal 2018-01, Vol.10 (2), p.87-110
Main Authors: Allen, Heather Willis, Goodspeed, Lauren
Format: Article
Language:English
Subjects:
Advanced Students
College Second Language Programs
Course Descriptions
French
French as a second language instruction
Futures (of Society)
Genre
Literacy
Literary Genres
Pedagogy
Qualitative Research
Reading Writing Relationship
Second Language Instruction
Second Language Learning
Second language writing
Second language writing instruction
Student Attitudes
Teaching Methods
Undergraduate Students
Writing Instruction
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This qualitative study explored the impact of reading on writing in a collegiate French culture course that emphasized genre-based writing pedagogy. In particular, the study focused on how 19 advanced collegiate learners of French used model text resources in writing a letter-manifesto and what their perceptions were of participation in genre-based writing instruction. Based on this study's findings, the authors make an argument for how genre-based pedagogy can facilitate advanced literacy development in a FL. They also highlight challenges of this pedagogy and directions for future research and implementation in collegiate FL programs.
ISSN:1945-0222
1945-0222
DOI:10.5070/L210235331