Using a genre-based framework to teach organizational structure in academic writing

Abstract

This article proposes the use of a genre-based framework, according to the Swalesian tradition of genre, for the teaching of the organizational structure of academic report writing. An analysis of 15 engineering undergraduate project reports reveals that the Problem–Solution pattern is prevalent in key sections of these reports, and should therefore also be considered as complementary to the notion of genre. Exercises for sensitizing students to the genre structure and the Problem–Solution pattern are suggested. A case is also made for using good ‘apprentice’ models of student reports for devising genre-based exercises, on the grounds that they provide students with realistic, attainable models of academic writing.