HOW (Jul 2017)

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

  • Eric Gómez Burgos

DOI
https://doi.org/10.19183/how.24.2.330
Journal volume & issue
Vol. 24, no. 2

Abstract

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The following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely: deconstruction, joint construction, and individual construction, were adapted and developed with the participants. Results gave evidence that a genre-based approach to teaching expository essays is effective in this context because after the application of the action research project, the students’ compositions improved in comparison to the participants’ pre-intervention essays.

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