Implementing Genre-Based Curriculum Cycle in Teaching Writing in Secondary School Settings



The article investigates the application of Genre-based Curriculum Cycle, which includes four phases: building knowledge of the field, modeling of the text, joint construction, independent writing, in writing class in secondary school settings. The study was conducted by a senior high school in Linfen, Shanxi province. Problems emerge in different phases such as lack of background knowledge, skip of the modeling phase, teacher’s focus on mistakes at the sentence level without looking at the schematic structure, and insufficient scaffolding. Suggestions are provided to enable teachers to make an efficient use of Genre-based Curriculum Cycle in writing class. At the same time, students’ writing ability can be improved.


Genre-based curriculum cycle; Modeling; Schematic structure; Scaffolding

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