Abstract

GOMEZ BURGOS, Eric. Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students. How [online]. 2017, vol.24, n.2, pp.141-159. ISSN 0120-5927.  https://doi.org/10.19183/how.24.2.330.

The following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely: deconstruction, joint construction, and individual construction, were adapted and developed with the participants. Results gave evidence that a genre-based approach to teaching expository essays is effective in this context because after the application of the action research project, the students’ compositions improved in comparison to the participants’ pre-intervention essays

Keywords : Chile; English as a foreign language; expository essay; genre-based approach; university.

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