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

Main Article Content

Eric Gómez Burgos


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.

Article Details

How to Cite
Gómez BurgosE. (2017). Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students. HOW Journal, 24(2), 141-159.
Research Reports
Author Biography

Eric Gómez Burgos, Facultad de Ciencias de la Educación Universidad de Talca Linares - Chile

Eric Gómez Burgos holds an MA in applied linguistics to the teaching of English. Currently he works at Universidad de Talca in Linares (Chile) as the Director of the undergraduate English teacher program. His areas of interest are L2 writing and EFL teaching methodology.


Arancibia Aguilera, M. C. (2014). The design of a rubric to evaluate laboratory reports in Astronomy: Academic literacy in the disciplines. PROFILE Issues in Teachers’ Professional Development, 16(1), 153-165.

Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9(3), 229-241.

Bawarshi, A., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. West Lafayette, US: Parlor Press.

Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London, UK: Longman.

Bhatia, V. K. (2004). Worlds of written discourse: A genre-based view. London, UK: Continuum.

Bloor, T., & Bloor, M. (2004). The functional analysis of English. A Hallidayan approach. London, UK: Arnold.

Brisk, M. E. (2015). Engaging students in academic literacies: Genre-based pedagogy for K-5 classrooms. London, UK: Routledge.

Bruce, I. (2008). Academic writing and genre: A systematic analysis. New York, US: Continuum.

Chala, P. A. & Chapetón, C. M. (2013). The role of genre-based activities in the writing of argumentative essays in EFL. PROFILE Issues in Teachers’ Professional Development, 15(2), 127-147.

Davies, W. M. (2008). Not quite right: Helping students to make better arguments. Teaching in Higher Education, 13(3), 327-340.

Díaz, Á. (2002). La argumentación escrita [Written argumentation]. Medellín, CO: Editorial Universidad de Antioquia.

Education First. (2013). English Proficiency Index (3rd ed.). México, MX: Author.

Feez, S. (1998). Text-based syllabus design. Sydney, AU: National Centre for English Language Teaching and Research.

Ferretti, R. P., Andrews-Weckerly, S., & Lewis, W. E. (2007). Improving the argumentative writing of students with learning disabilities: Descriptive and normative considerations. Reading & Writing Quarterly, 23(3), 267-285.

Gómez Burgos, E. (2015). First year university students’ use of formulaic sequences in oral and written descriptions. PROFILE Issues in Teachers’ Professional Development, 17(1), 25-33.

Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press.

Halliday, M. A. K., & Matthiessen, C. M. (2004). Introduction to functional grammar. London, UK: Edward Arnold.

Harmer, J. (2001). The practice of English language teaching. Cambridge, UK: Longman.

Hyland, K. (2002). Genre: Language, context, and literacy. Annual Review of Applied Linguistics, 22, 113-135.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.

Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722.

Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney, AU: UNSW Press.

Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause (2nd ed.). London, UK: Continuum International Publishing Group.

Matthiessen, C. (2009). Meaning in the making: Meaning potential emerging from acts of meaning. Language Learning, 59, Suppl. 1, 206-229.

McCutchen, D. (2011). From novice to expert: Implications of language skills and writing: Relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51-68.

MINEDUC. (2012). Bases curriculares: lenguaje y comunicación [Curricular foundations: Language and communication]. Santiago, CL: Author.

Nunan, D. (1999). Second language teaching and learning. Australia: Heinle Cengage Learning.

Paltridge, B. (1996). Genre, text type, and the language learning classroom. ELT Journal, 50(3), 237-243.

Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, US: University of Michigan Press.

Ramage, J., Callaway, M., Clary-Lemon, J, & Waggoner, Z. (2009). Argument in composition. West Lafayette, US: Parlor Press.

Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Sheffield, UK: Equinox.

Wingate, U. (2006). Doing away with “study skills”. Teaching in Higher Education, 11(4), 457-469.

Wingate, U. (2012). Argument! Helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145-154.

Yasuda, S. (2015). Exploring changes in FL writers’ meaning-making choices in summary writing: A systemic functional approach. Journal of Second Language Writing, 27, 105-121.