%0 Journal Article
%T Genre as Implicit Methodology in a Collaborative Writing Initiative
%A Gillian Lazar
%A Eddie Ellis
%J International Journal of English Studies (IJES)
%D 2011
%I Universidad de Murcia
%R 10.6018/ijes.11.1.137151
%X It is often assumed that the academic genres taught by EAP specialists at universities are fixed and stable, provide easily accessible exemplars for student writers and feature in programmes running prior or parallel to the students  courses. This paper describes a collaborative writing initiative in which these assumptions were challenged. A writing specialist collaborated with a team of academics on a Post-graduate Certificate of Education (PGCE) in order to improve students  writing of a Masters-level assignment. While the writing specialist was implicitly committed to a genre-based teaching methodology, this was necessarily framed in terms of the aims of the PGCE academics, who were particularly concerned about improving student understanding of both assignment guidelines and assessment criteria. An impact study detailing positive outcomes for this collaboration, suggests that a genre-aware pedagogy can still inform a programme for writing within the disciplines even when the focus on genre is implicit. Con frecuencia se asume que los g¨¦neros acad¨¦micos que los especialistas en IFA ense an en las universidades son fijos y estables, que existen modelos accesibles para los alumnos, y que se presentan en cursos previos. Este trabajo describe una iniciativa de redacci¨®n colaborativa en la que tales supuestos se ponen en tela de juicio. Un especialista en redacci¨®n colabor¨® con un equipo de acad¨¦micos en un Post-graduate Certificate of Education (PGCE) con el fin de mejorar la redacci¨®n de los estudiantes en trabajos a nivel de Master. Mientras que el especialista se encargaba impl¨ªcitamente de una metodolog¨ªa de ense anza basada en g¨¦neros, ¨¦sta se encontraba enmarcada en los objetivos de los acad¨¦micos del PGCE, quienes se preocupaban especialmente por hacer entender las pautas y criterios de evaluaci¨®n. Los resultados positivos de esta colaboraci¨®n sugieren que la ense anza del g¨¦nero puede guiar un curso de redacci¨®n dentro de una disciplina a¨²n cuando no est¨¦ enfocada en el g¨¦nero impl¨ªcitamente.
%K academic genres
%K assignment guidelines
%K assessment criteria
%U http://revistas.um.es/ijes/article/view/137151