Genre-based pedagogies: A social response to process

Abstract

Process theories have been extremely influential in the evolution of L2 writing instruction. Responding to purely formal views of writing, proponents borrowed the techniques and theories of cognitive psychology and L1 composition to refine the ways we understand and teach writing. While remaining the dominant pedagogical orthodoxy for over 30 years, however, process models have for some time found themselves under siege from more socially-oriented views of writing which reject their inherent liberal individualism. Instead, genre approaches see ways of writing as purposeful, socially situated responses to particular contexts and communities. In this paper, I discuss the importance of genre approaches to teaching L2 writing and how they complement process views by emphasising the role of language in written communication. © 2002 Elsevier Science Inc. All rights reserved.