At the CATESOL conference, there was a new technique for teaching writing that has spread to classrooms.  Sometimes I feel like language teaching trends can be a lot like fashion or diet trends. Once one style is popular, just wait a decade until the opposite (bell- bottoms versus skinny jeans or low fat versus Keto) comes into play. Since I started teaching, about a decade ago, I’ve been vigorously implementing techniques for my students to master the five-paragraph essay. And just last year, I was instructed to teach a class that wrote six, five-paragraph essays each semester. And essentially, that is the only thing the students learned to do. I asked if I could tweak this curriculum, but administration admittedly adhered to teaching this form- focused writing.

 

I must admit, each time I instructed my students to compose a thesis statement, or better yet, to repeat the main ideas (in different words) in the conclusion, I questioned this method. Yet, my timidity conquered my curiosity after seeing (and owning) the multitude of texts that focused on the five-paragraph essay. Besides, time and time again, my students who took the TOEFL returned to me with gratitude for helping them score high in the writing section.

 

I felt like my handcuffs were unlocked when I went to the last plenary session. Three writing gurus, Nigel Capel, Dana Ferris and Kara Guiles, introduced genre focused writing. Immediately, I felt warmth towards these instructors who decided to swim against the current and question the….essay! One professor even “outlawed” the use of the word essay in her department.

 

In some measure, genre writing is on the opposite end of the spectrum of the five-paragraph essay. It doesn’t follow a formula, but focuses on thought, vocabulary, and sentence structure! It is great!

 

So, what is a genre? The plenary started out by asking “what do you write?” We thought of things like emails, blogs, texts, etc. Nigel explained that these are what he refers to as genres. Genres are easily seen, serve a social purpose and display language patters. For example, in a blog, there are certain language structures and forms that are being used: familiar tone, abundance of subtitles, and less than 2000 words. Compare this to an email, academic article, or text, and it defiantly constitutes that it is its own genre of writing.

 

These “genres” are the key to transferable writing skills. When was the last time you wrote a five-paragraph essay? When was the last time you wrote an email? Maybe it is time to throw out the old writing texts that teach formulaic/archaic writing.

 

Similarity to someone who is in confinement, freedom is exhilarating, but most people end up back in jail because they don’t know what to do with the freedom.  Those safe boundaries were so easy to teach (not to mention grade)! Now, what type of work would I have to do to develop new materials, and just exactly what does this concept look like when fleshed out – what would I have my students write? The more the presenters went on giving us specific examples, I realized this would not be so hard of a change; it might bring back some creativity and fun into writing and grading! Rules were meant to be broken anyway, write?

 

After my initial hesitation, I decided I was still going to teach the five-paragraph essay, but I will continue to introduce it the same way as I always have, “this is not real writing, but I do have to teach you this.” Teaching only the essay, does not prepare students for writing outside of academia!

 

So, what are the next steps? Don’t panic and don’t resist change – it is not too daunting! First, make writing real to the students by asking them about things they normally write or will have to write about in their future. Most likely it will be emails, texts, recipes, opinions, job reports, etc. Second, fine samples of each of those genres. Go through each genre with the students and ALLOW THE STUDENTS TO EXAMINE AND PULL EXAMPLES from each. Have them highlight similarities: key words, sentence patterns, modals, verbs, salutations, and voice. Let them read and reread that specific piece of writing because this is how they will learn to write well. The need to (1) recognize patterns and then (2) produce them. 

 

For example, if your class is learning how to write emails of request, give them five examples of this type of email. Get students into groups and have them read and highlight important parts in each email. Direct them towards the following: format, grammar, vocabulary, main ideas, salutations, and hedging words. Finally, have them write a few emails of request as a group before sending them out on their own. 

 

 

Sample Genre Writing Ideas

1)Product Review (descriptive writing, and opinion)

a. Blender (how to use it and what you like or don’t like)

b. A pair of pants (what you like about them)

c. Sofa (online review of why you like/don’t like this sofa).

d. Describe a summer or winter vacation spot. Describe it and tell us why you like to go there.

2)Letter of complaint that needs an answer

a. My apartment is full of cockroaches

b. You no longer stock my favorite flavor of soda……

3)Letter of desire that wants something

a. I want my child to get into that school

b. I want a pay increase

c. I want to change positions in this company

4)Book Review (summary skills)

a. Online review

b. Phone review

c. Movie review

5)Test-question answers

6)Public policy letters

7)Cover letter to buy a house (persuasive writing)

a. Want to get into a class (email)

b. I want you to understand my political opinion

 

8)Emails

a. Requesting for …..

b. Apologizing for a late bill

c. Asking a favor – can you please watch my house while I go to Mexico

d. Clearing up a misunderstanding (billed wrong)

e. Compliment a service

f.   Thanking someone

g. Give your opinion about what you liked? What you didn’t like? Filling out an evaluation

9)Blog

a. Recipe blog (cooking with Julia child’s movie clip)

b. Political blog

c. Discussion Board

d. Tell a story

e. Facebook status update