Teaching Genre to English First-Language Adults: A Study of the Laboratory Report.

5 points): An abstract is only one paragraph long and serves as a summary of the paper. This section is also as important as the title for it is read by people to assess if the entire paper should be obtained and read. An introductory statement as well as your hy- pothesis or prediction should be included in the abstract. A one or two sentence descrip- tion of the methods and the results also is included in this section. Finally a conclusion as to what the data means should follow. Introduction (2 points): This section needs to provide adequate background information on your topic. You should assume that the reader will need introduction to all aspects of the topic or experiment. Often you will see articles that discuss previous research done on a topic to give support to the current investigation. In other words, you need to address This content downloaded from 157.55.39.136 on Tue, 05 Jul 2016 06:23:53 UTC All use subject to http://about.jstor.org/terms Carter, Ferzli, and Wiebe Teaching Genre to English First-Language Adults 413 why your research is important or significant. You also want to include your hypothesis/ prediction for the experiment. This is usually written in the past tense and in the second

[1]  W. Grabe,et al.  Theory and Practice of Writing: An Applied Linguistic Perspective , 1998 .

[2]  D. Russell Rethinking Genre in School and Society , 1997 .

[3]  J. Fahnestock Genre and Rhetorical Craft. , 1993 .

[4]  Carolyn R. Miller Genre as social action , 1984 .

[5]  B. McGaw,et al.  Empirical Validation of the Conceptual Structure of a Test of Science-Related Attitudes , 1981 .

[6]  Ann M. Blakeslee Bridging the Workplace and the Academy: Teaching Professional Genres through Classroom-Workplace Collaborations , 2001 .

[7]  B. Huot,et al.  The Literature of Direct Writing Assessment: Major Concerns and Prevailing Trends , 1990 .

[8]  Frances Christie,et al.  Literacy in Australia , 1991, Annual Review of Applied Linguistics.

[9]  Rod Ellis,et al.  An Evaluation of a Genre-Based Approach to the Teaching of EAP/ESP Writing* , 1998 .

[10]  Paul A Prior,et al.  Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy , 1998 .

[11]  John M. Swales,et al.  LANGUAGES FOR SPECIFIC PURPOSES , 2000, Annual Review of Applied Linguistics.

[12]  George Kamberelis,et al.  Genre Development and Learning: Children Writing Stories, Science Reports, and Poems , 1999, Research in the Teaching of English.

[13]  Zahra Mustafa,et al.  The effect of genre awareness on linguistic transfer , 1995 .

[14]  J. Flowerdew An educational, or process, approach to the teaching of professional genres , 1993 .

[15]  M. Halliday Language as social semiotic: The social interpretation of language and meaning , 1976 .

[16]  Lynne Flowerdew,et al.  Using a genre-based framework to teach organizational structure in academic writing , 2000 .

[17]  J. W. Asher,et al.  Composition Research: Empirical Designs , 1988 .

[18]  Sunny Hyon,et al.  Genre in Three Traditions: Implications for ESL , 1996 .

[19]  Brian Paltridge,et al.  Genre and the language learning classroom , 2001 .

[20]  Jeannett Martin DESIGN AND PRACTICE: ENACTING FUNCTIONAL LINGUISTICS , 2000, Annual Review of Applied Linguistics.

[21]  J. Hammond An overview of the genre-based approach to the teaching of writing in Australia , 1987 .

[22]  W. Orlikowski,et al.  Genre Repertoire: The Structuring of Communicative Practices in Organizations , 1994 .

[23]  Aviva Freedman,et al.  Show and Tell? The Role of Explicit Teaching in the Learning of New Genres , 1993, Research in the Teaching of English.

[24]  Françoise Salager-Meyer,et al.  Discoursal flaws in Medical English abstracts: A genre analysis per research- and text-type , 1990 .

[25]  D. Campbell,et al.  EXPERIMENTAL AND QUASI-EXPERIMENT Al DESIGNS FOR RESEARCH , 2012 .

[26]  John M. Swales,et al.  Commentary for Academic Writing for Graduate Students: Essential Tasks and Skills , 2004 .

[27]  C. Berkenkotter,et al.  Genre Knowledge in Disciplinary Communication: Cognition/culture/power , 1994 .

[28]  G. Smart,et al.  Wearing Suits to Class , 1994 .

[29]  Aviva Freedman,et al.  Beyond the Text: Towards Understanding the Teaching and Learning of Genres , 1999 .

[30]  J. Kirscht Evolving Paradigms: WAC and the Rhetoric of Inquiry , 1994, College Composition & Communication.

[31]  Jone Rymer,et al.  The Genre System of the Harvard Case Method , 1999 .

[32]  Frances Christie,et al.  Genre Theory and ESL Teaching: A Systemic Functional Perspective. , 1999 .

[33]  M. Chapman The Sociocognitive Construction of Written Genres in First Grade , 1995, Research in the Teaching of English.

[34]  Ulf Olsson,et al.  Maximum likelihood estimation of the polychoric correlation coefficient , 1979 .

[35]  Charles Bazerman,et al.  Persuasion at a Distance. (Book Reviews: Shaping Written Knowledge. The Genre and Activity of the Experimental Article in Science.) , 1990 .

[36]  Gregory G. Colomb,et al.  The Case for Explicit Teaching: Why What You Don't Know Won't Help You. , 1993 .

[37]  R. Reppen Methodology in Language Teaching: A Genre-Based Approach to Content Writing Instruction , 2002 .

[38]  Ann M. Blakeslee Activity, Context, Interaction, and Authority , 1997 .

[39]  E. White Teaching and assessing writing , 1996 .

[40]  Carol A. Donovan Children’s Development and Control of Written Story and Informational Genres: Insights from One Elementary School , 2001, Research in the Teaching of English.