Genre-Based approaches to Second Language Writing Instruction have become a powerful and popular means of assisting second and multilingual writers in learning to engage in professional, pedagogical and academic genres that are often high-stakes. This book presents a framework for teaching second language and multilingual writing that integrates Concept-Based Language Instruction and Genre-Based Writing Pedagogy. The authors present three large-scale implementations, within a graduate legal writing context, a cross-disciplinary doctoral research writing context and a graduate mechanical engineering context, and demonstrate how the pedagogical and theoretical framework is interdisciplinary, flexible and comprehensive. It provides a means of theorizing, researching, teaching and assessing the development of second language writer genre knowledge from nascency through expertise and equips second language writing instructors with a theoretical and practical toolkit to empower student writers to be more agentive, aware and strategic in their writing.
Foreword by James P. Lantolf
Chapter 1. Introduction
Chapter 2. Key Principles and Concepts
Chapter 3. Legal Writing: Context and Pedagogy
Chapter 4. Legal Writing: Findings and Implications
Chapter 5. Graduate Academic Writing: Context, Concepts, and Pedagogy
Chapter 6. Graduate Academic Writing: Findings and Implications
Chapter 7. Engineering Writing: Context and Pedagogy
Chapter 8. Engineering Writing: Findings and Implications
Chapter 9. Implications and Considerations for other Contexts
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