Figure 1 shows these phases, guided by the principle “guidance through interaction in the context of shared experience.” This principle refers to the guidance provided by teachers in talking, reading, and writing about a specific text in the context of a shared experience-a common text, movie, reading. After my work in K–5 classrooms, I included the additional, optional phase of Collaborative Construction, explained below. Originally, the TLC was made up of three phases of activity: Deconstruction, Joint Construction, and Independent Construction. This approach uses the concept of a Teaching–Learning Cycle (TLC) to emphasize the role of interaction and guidance in learning to read and write texts. This article describes a genre-based approach to writing instruction in K–12 and provides some ideas for teachers to implement this approach in their classrooms.Ī Genre-Based Approach to Writing Instruction in K–12 Among the various approaches to teaching genres, genre-based pedagogy informed by systemic-functional linguistics has been used in K–12 to support L2 writers in writing the types of texts they will encounter within various disciplines in schools. In the last few years, more research has attended to this crucial area (see, for example, de Oliveira & Silva, 2013, 2016) and called for educators to apply the concept of genre to writing instruction to support second language (L2) writers in mainstream classrooms. Preparing teachers to teach writing needs to be at the center of discussions about second language writing (SLW) teacher education. Often, in teacher education programs that prepare K–12 teachers, when literacy is addressed, the emphasis seems to be on reading rather than writing. Writing is an essential skill for elementary and secondary (K–12) students. If you have any questions about the resources included in this set please email me at It will be my pleasure to reply and help you in any way I can.A Genre-Based Approach to L2 Writing Instruction in K–12 by Luciana C. I hope that you will enjoy using my resources along with your copy or copies of “Last Stop on Market Street” by Matt De La Peña.
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