Titre :	Bridging the gap between the writing course and the content modules through the genre-based approach : The role and place of the argumentative essay.
Type de document :	texte imprimé
Auteurs :	Mohammed Boukezzoula, Auteur ; Farida Abderrahim, Directeur de thèse
Mention d'édition :	26/05/2016
Editeur :	جامعة الإخوة منتوري قسنطينة
Année de publication :	2016
Importance :	336 f.
Format :	30 cm.
Note générale :	2 copies imprimées disponibles
Langues :	Anglais (eng)
Catégories :	Français - Anglais Langue Anglaise
Tags :	English Language: Applied Linguistics  compétence en écrit académique  le cours de l’expression écrite  les modules de contenu  l’essai  l’approche par le genre  la linguistique  la dissertation  academic writing competence  the writing course  co ntent modules  the essay  the genre-based approach  Linguistics  the argumentative essay  الكفاءةالكتابي  التعبير مادة الأكاديمية  الكتابة مجال في موادالدراسي المنھاج  المقال  المقاربة بالنوع  اللسانيات مادة  المقال الحجاجي
Index. décimale :	420 Anglais et vieil anglais (anglo-saxon) : indice de base 42
Résumé :	This thesis argues that the main role of the writing course should be to prepare students to perform in the subject areas of the curriculum by focusing specifically on the tasks and genres assigned in content courses. However, the observed failure of most students to demonstrate an adequate level of academic writing competence in the Content m odules is due to the gap that ex ists between the writing course currently in use and the writing requirements in th e content modules. The aims of the present study were three-fold.The first aim was to investigate the teaching /learning of the different aspects of writing in the writing course, and th e evaluation of writing in both the writing course and the content subjects of the curriculum from both the faculty staff’s and students’ perspect ives in the Departments of English at the Higher School of Education (Ecole Normale Supérieure) of Constantine and the University “Mohammed Seddik Benyahia”, Jijel, so as to gauge the degree to which the writing course addresses students’ writi ng needs. The second aim was to de sign a unit of work for teaching the argumentative essay following the principles of the genre-based approach, and the third aim was to implement it so as to evaluate its effects on students’essays in Linguistics. Two hypotheses guided the design of this study. The first one stipulated that the teaching and evaluation practice in the writing course currently in use is discre pant with the writing demands and needs in the Content modules of the curriculum. The second one maintained that the genre-based teaching of the argumentative essay in a specific Content module, Linguistics, would l ead to a positive change in argument moves in students’ real exam essays in th is subject area. The first hypothesi s was investigated through the use of two questionnaires, one destined for teachers and the other for st udents. The comparative analysis of the data generated by the two questionnaires ha s shown that there is little appreciation of the importance and centrality of the writing skill in general and essay writing in particular to students’ academic success. The great deal of division observed among teachers and confirmed by students about the objectives, approaches, assessment tools, the writing resources as well as the focus of feedback in the teaching and evaluation of writing across the curriculum is a proof of the prevalence of non-theory based eclecticism. The second hypothe sis was put to test th rough a pre-experimental design. Although the quantitative and qualitative analysis had not revealed any significant improvement in terms of the move structure of th eir discipline-specific argumentative essays, this experience in teaching a factual genre using a genre-based methodology has allowed us to observe certain advantages of this approach.If the present study has only one definite pedagogical implication, it is certainly that the proposed approach is relevant to bridging the existing gap
Diplôme :	Doctorat en sciences
En ligne :	../theses/anglais/BOU1403.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=10251

Bridging the gap between the writing course and the content modules through the genre-based approach : The role and place of the argumentative essay. [texte imprimé] / Mohammed Boukezzoula, Auteur ; Farida Abderrahim, Directeur de thèse  . -  26/05/2016 . - جامعة الإخوة منتوري قسنطينة, 2016 . - 336 f. ; 30 cm.
2 copies imprimées disponibles

Langues : Anglais (eng)

Catégories :	Français - Anglais Langue Anglaise
Tags :	English Language: Applied Linguistics  compétence en écrit académique  le cours de l’expression écrite  les modules de contenu  l’essai  l’approche par le genre  la linguistique  la dissertation  academic writing competence  the writing course  co ntent modules  the essay  the genre-based approach  Linguistics  the argumentative essay  الكفاءةالكتابي  التعبير مادة الأكاديمية  الكتابة مجال في موادالدراسي المنھاج  المقال  المقاربة بالنوع  اللسانيات مادة  المقال الحجاجي
Index. décimale :	420 Anglais et vieil anglais (anglo-saxon) : indice de base 42
Résumé :	This thesis argues that the main role of the writing course should be to prepare students to perform in the subject areas of the curriculum by focusing specifically on the tasks and genres assigned in content courses. However, the observed failure of most students to demonstrate an adequate level of academic writing competence in the Content m odules is due to the gap that ex ists between the writing course currently in use and the writing requirements in th e content modules. The aims of the present study were three-fold.The first aim was to investigate the teaching /learning of the different aspects of writing in the writing course, and th e evaluation of writing in both the writing course and the content subjects of the curriculum from both the faculty staff’s and students’ perspect ives in the Departments of English at the Higher School of Education (Ecole Normale Supérieure) of Constantine and the University “Mohammed Seddik Benyahia”, Jijel, so as to gauge the degree to which the writing course addresses students’ writi ng needs. The second aim was to de sign a unit of work for teaching the argumentative essay following the principles of the genre-based approach, and the third aim was to implement it so as to evaluate its effects on students’essays in Linguistics. Two hypotheses guided the design of this study. The first one stipulated that the teaching and evaluation practice in the writing course currently in use is discre pant with the writing demands and needs in the Content modules of the curriculum. The second one maintained that the genre-based teaching of the argumentative essay in a specific Content module, Linguistics, would l ead to a positive change in argument moves in students’ real exam essays in th is subject area. The first hypothesi s was investigated through the use of two questionnaires, one destined for teachers and the other for st udents. The comparative analysis of the data generated by the two questionnaires ha s shown that there is little appreciation of the importance and centrality of the writing skill in general and essay writing in particular to students’ academic success. The great deal of division observed among teachers and confirmed by students about the objectives, approaches, assessment tools, the writing resources as well as the focus of feedback in the teaching and evaluation of writing across the curriculum is a proof of the prevalence of non-theory based eclecticism. The second hypothe sis was put to test th rough a pre-experimental design. Although the quantitative and qualitative analysis had not revealed any significant improvement in terms of the move structure of th eir discipline-specific argumentative essays, this experience in teaching a factual genre using a genre-based methodology has allowed us to observe certain advantages of this approach.If the present study has only one definite pedagogical implication, it is certainly that the proposed approach is relevant to bridging the existing gap
Diplôme :	Doctorat en sciences
En ligne :	../theses/anglais/BOU1403.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=10251