The effectiveness of the genre approach to Chinese practical writing : the teaching of announcements
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The teaching of writing is a long-lasting problem in pedagogy as students are reluctant to write and teachers are unwilling to mark students?work. Writing has thus become a difficult and unprofitable task for both teachers and students. Composition lessons are often dreaded by classroom teachers, not only because of the difficulties in choosing subjects that are likely to interest students, but also because of the workload of marking and correcting students?work. Compositions must be marked and commented thoroughly. But researches reported that feedback has very little effect on enhancing the quality of student writing.
The main aim of this research is to study the effectiveness of the genre approach to Chinese practical writing in secondary school using the teaching of writing announcements. The theoretical framework is derived from Systematic Functional Linguistics by Michael Halliday.
It is a qualitative research. Six student writing texts, three from the experimental group and three from the control group, are randomly selected. The texts are compared and contrasted in the aspects of generic structure, transitivity, mood and modality, theme and rheme structure and cohesion system.
The research findings shows that the genre approach to writing teaching is more effective than the traditional one in the teaching of announcement writing.
School:The University of Hong Kong
School Location:China - Hong Kong SAR
Source Type:Master's Thesis
Keywords:chinese language composition and exercises study teaching secondary china hong kong
Date of Publication:01/01/2004