Towards growing control of factorial explanations: Reflections from a genre-based course experience in Colombia.

Authors

  • Jesús David Guerra Lyons Universidad del Norte
  • Teresa Benítez Velásquez Universidad del Norte
  • Adriana Pérez Cedeño Universidad del Norte
  • Nayibe Rosado Mendinueta Universidad del Norte

Keywords:

academic literacy, factorial explanations, Genre-based Pedagogy, Systemic Functional Linguistics

Abstract

This paper explores qualitative changes in freshmen’s writing of factorial explanations throughout a genre-based syllabus implemented within a year 1 Spanish L1 writing course offered at a Colombian university. The aim was to assess the extent to which explicit modelling and scaffolded writing of generic exemplars resulted in freshmen’s appropriation of the generic features of the target genre. Analysis of independently produced instances showed students’ appropriation of the contextual structure of factorial explanations as well as adequate control of textual and ideational resources for making meaning across generic stages and phases. We discuss findings in connection with the contribution of Genre Based Literacy pedagogy in the development of reading and writing skills in initial literacy education at the university level.

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Published

2023-08-28

How to Cite

Guerra Lyons, J. D., Benítez Velásquez, T., Pérez Cedeño, A., & Rosado Mendinueta, N. (2023). Towards growing control of factorial explanations: Reflections from a genre-based course experience in Colombia. Revista Signos. Estudios De Lingüística, 56(112). Retrieved from https://revistasignos.cl/index.php/signos/article/view/843

Issue

Vol. 56 No. 112 (2023): august 2023

Section

Articles

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Copyright (c) 2023 Revista Signos. Estudios de Lingüística

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