The future of genre in L2 writing: Fundamental, but contested, instructional decisions

Abstract In this essay, the author explores four fundamental, but contested topics in Genre-based Writing Instruction (GBWI) about which decisions must be made as curricula are developed. Drawing from the three major genre traditions ( Hyon, 1996 ), the author examines the contested topics ( naming , awareness / acquisition , pedagogical focus , and ideology ) and suggests compromises for L2 practitioners who adopt a genre-based approach.

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