Writing an Opinion Essay: Genre-Based Classroom Materials

Fl copias

Año: 2019 p. 117

978-987-1976-89-8

This handbook is the first of a multi-level series of genre-based materials published in close coordination between the Chairs of English Language III and IV. It is an attempt to provide students of English Language III with the necessary theoretical background and practice material for developing their writing skills so that they are better equipped to meet the challenges of writing within the conventions of required texts. The handbook is divided into two main sections: PART A, which consists of two chapters, provides the theoretical framework to start working on the opinion essay. The first chapter includes an abbreviated history of changing paradigms in the teaching and learning of writing as well as an introduction to the opinion essay. The second chapter is intended to provide an introduction to Genre Theory and an explanation of the Teaching and Learning Cycle in Practice. PART B, which consists of five chapters, contains the actual activities based on the cycle of teaching and learning: building the social context, modelling, joint construction, independent construction and linking related texts (Feez, 1998) and have been designed for English Language III students on the basis of authentic assignments and student sample texts. This class completes two syllabus units during the first term: ?Life in society: Facing the challenges of conflicts and dilemmas? and ?Life in society: The perils of stereotypes and prejudices.? The class completes two syllabus units during the second term: ?The powers of language and the threats to its integrity? and ?The amazing connections between the human mind and the body.? The stimulating and 8 challenging discussions and debates which take place in the context of these major topics and their sub-topics provide the basis for work on the genre opinion essay. The aim of this material is for students to: ? Develop content knowledge: an understanding of the topics dealt with in each of the units. ? Develop context knowledge: knowledge of the social context in which the opinion essay is written and read (its purpose, audience, roles and relationships of readers and writers, and register). ? Develop genre knowledge: an understanding of the generic structure of the opinion essay and its lexico-grammatical features. The authors hope that this handbook will enable students to develop their writing skills successfully and provide the basis for work on the genres required in the future language courses they take.