Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy

As part of a larger case study, this single exploratory case study aims to explore the potential of genre-based pedagogy (GBP) to allow L2 writing instructors to enact their writing assessment literacy and feedback literacy. The findings demonstrate that GBP afforded the participating writing instructor of a genre-based EAP writing course to carry out effective writing classroom assessment practices and thus enact their 2 2 The gender-neutral pronouns ‘they/them/their’ were used to refer to the participating instructor in the study in order to protect the instructor’s identity. writing assessment literacy and feedback literacy. GBP allowed effective writing classroom assessment practices such as diagnostic assessment and learner involvement in assessment. More specifically, genre exploration tasks led to diagnostic assessment and helped the instructor coordinate effective classroom discussions to elicit evidence of the students’ knowledge of the target genre that they would study. Second, students’ production of texts in target genres not only allowed the instructor to collect evidence of the students’ specific genre knowledge, but it also afforded learner involvement through self-reflection. The instructor could also efficiently interpret this evidence and provide formative feedback through pre-established genre specific assessment criteria.

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Published in: Assessing Writing
License: http://creativecommons.org/licenses/by/4.0/
See article on publisher's website: https://dx.doi.org/10.1016/j.asw.2023.100717