Genre Writing and Communicative Purpose: Sharing Research Insights with Teachers as Stakeholders

Abstract

This chapter reports on the researcher’s efforts to disseminate findings arrived at in her 2015 study focusing on the importance of communicative purpose for genre-based writing instruction. This finding is shared with two groups of stakeholders at the university-based places of practice: full-time and part-time teachers of writing. Following the Framework for Application (2015), dissemination tools were designed by carefully selecting data sets, creating brief explanations of findings, and formulating research relevance questions meant to facilitate the practitioners’ feedback. These tools were revised a number of times based on different stakeholder group needs. What was considered most transparent research data representing student-produced genres was selected for a handout. Three pre-planned questions and a modified data sample set were used to discuss the findings’ relevance to these teacher groups. The sharing with the part-time writing instructors retained a more focus group feel, whereas full-time writing instructors sharing session became an informal interview answering the same set of questions and then discussing the data samples. Both initiatives to reach out to the professional practice were preceded by carefully designing outreach tools, such as participation invitation letters and email texts. This chapter also discusses challenges and suggestions for facilitating continuous research translation efforts.

Appendices

Appendix 1

Move Type and Purpose

Move	Purpose (descriptors)
M1: Establishing a territory	Orients the audience to the topic/issue
	Prepares the territory for stating the stand; making clear what argumentative stand will be developed in the next move.
M2: Establishing a stand	Strengthens the choices
	Builds the claims
M3: Confirming a stand	Strengthens the choices
	Reinforces the connections with the audience

1. Grujicic-Alatriste (2005, p. 90)

Appendix 2

Create an Argumentative Space Model (CATS): Step Position in Moves

Move	Step type	Communicative purpose
	S-1A	Introducing a situation
[M1]	S-1B	Presenting choices
Establishing a	S-2A	Taking a stand
Territory	S-2B	Giving reasons
	S-1A	Counter-claiming
[M2]	S-1B	Question-raising
Establishing a	S-1C	Showing a (lack of) need
Stand	S-2A	Building Claim 1
	S-2B	Building Claim 2
	S-2C	Building Claim 3
	S-3	Making a projection
	S-1A	Making an appeal for choice
[M3]	S-1B	Positive evaluation of choice
Confirming a	S-2A	Expressing hope
Stand	S-2B	Expressing appreciation

1. Grujicic-Alatriste (2005, p. 63)

Appendix 3

Data-Sharing Session

Attached is a short page with two samples of argumentative letter. One is an exemplar or a model sample, and the second one is the set of genre elements represented in the sample.

The ability for teachers to share genre structures with their students is seen as a major benefit for instruction in a college classroom (but possibly other classrooms, too). Each type of writing, but here an argumentative letter, has a certain restriction on how the ideas are organized. When that fixed order is disregarded, the discourse is not effectively achieving its communicative purpose.

Please let me know if you would be interested in attending this gathering and looking over some data. It will be a collaborative equitable session that can benefit both of our views on writing instruction and our future practices.

Ajay’s Argumentative Letter

Dear College President,

I believe that students [who] receive college credit for working full time for a year will expand their life experience. While students work, they can learn how to treat people around them who ha[ve] many different opinions [−] some are opposite of theirs [or] some are [the] same as their opinion. These experiences will [help students] develop [knowledge] how to get along with people and [how to] to support their opinion strongly.

Also, the proposal of this opinion is expanding student’s life. Most of students will work after they graduate. The college gives students that opportunity to exercise their knowledge [.] They can [understand] why they need to study the courses they are taking and they will try harder than before they ha[d] [the opportunity to get] these experiences. I strongly argue that giving college credit for working full time [for] a year will enhance the desire to study. Moreover, this option will provide students with a better educational experience.

Sincerely,

Ajay

Move and Step Representation of Ajay’s Letter

Letter opening (greeting)	Dear College President,
[M1] Take a stand	I believe that students [who] receive college credit for working full time for a year will expand their life experience.
[M2] Build Claim 1	While students work, they can learn how to treat people around them who ha[ve] many different opinions [−] some are opposite of theirs [or] some are [the] same as their opinion.
[M2] Make a projection	These experiences will [help students] develop [knowledge] how to get along with people and [how to] to support their opinion strongly.
[M1] Give a reason for stand	Also, the proposal of this opinion is expanding student’s life.
[M2] Build Claim 2	Most of students will work after they graduate. The college gives students that opportunity to exercise their knowledge [.]
[M3] Make a projection	They [will] [understand] why they need to study the courses they are taking and they will try harder than before they ha[d] [the opportunity to get] these experiences.
[M1] Take a stand	I strongly argue that giving college credit for working full time [for] a year will enhance the desire to study.
[M3] Positive evaluation of choice	Moreover, this option will provide students with a better educational experience.
Letter closing	Sincerely, Ajay