Probing into Problems of Writing Approach of Argumentations for In-service Masters of Education: From the Angle of Process Genre Pedagogy

Abstract

Based upon the three major problems that prevail in the argumentative writing of graduates, such as loose framework, Chinese thinking and poor coherence, the article perfects the four stages of Process Genre Pedagogy (PGP) put forward by Han Jinlong and brings forth anew the other five, namely, model paper analysis and demonstration, group discussion and imitation, individual imitation and writing, whole-class comment and modification, as well as final drafting and publication. The research indicates that the effectiveness is demonstrated in the following advantages, explicit discourse framework awareness, co-emphasis on both language and discourse, and the strengthening of cooperative learning, in the company of demerits like being prescriptive and timeconsuming. It is suggested finally that the efficacy of Process Genre Pedagogy in improving argumentative writing for In-service Masters of Education be maximized by means of optimizing information input, reinforcing technical training and constructing harmonious learning environment.

Key words: Process Genre Pedagogy (PGP); Inservice Masters of Education (M.E.); Effectiveness; Genre; Discourse