THE RELATIONSHIP BETWEEN GENRE KNOWLEDGE AND WRITING PERFORMANCE

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dc.authoridUzun, Kutay/0000-0002-8434-0832
dc.authorwosidUzun, Kutay/P-8767-2017
dc.contributor.authorUzun, Kutay
dc.date.accessioned2024-06-12T11:02:34Z
dc.date.available2024-06-12T11:02:34Z
dc.date.issued2017
dc.departmentTrakya Üniversitesien_US
dc.description.abstractGenre knowledge can be defined as the type of knowledge that is required to communicate within a discourse community. As an integral part of the academic community, students are also expected to conform to the conventions of particular genres in their assignments, reports or presentations. However, the literature relevant to Genre Knowledge in the Turkish higher education context appears to be indicating a gap regarding if and how the knowledge of a particular genre is related to the written composition profiles of learners. In this respect, the present study aims to find out if genre knowledge is related to writing performance in terms of content, organization, vocabulary, language use and the mechanics of writing. To meet the aims of the study, a quantitative and cross-sectional study design was employed in the setting of a compulsory English Literature course in an ELT department, during which students are frequently assigned to write literary analysis essays. Since the study is of a correlational nature, 30 literary analysis essays were collected from second-year ELT students with low, middle and high levels of genre knowledge, which was assessed by means of a checklist, developed and validated by Uzun (2016) in the same context to assess the level of adherence to the genre conventions of literary analysis essays. The ESL Composition Profile of Jacobs et al. (1981) was used to assess essay writing performance. The relationship between genre knowledge and writing performance was sought for through correlation analyses. Group comparisons were made by means of Kruskal Wallis and Mann Whitney U tests. The findings are discussed in the conclusion section.en_US
dc.identifier.doi10.22190/JTESAP1702153U
dc.identifier.endpage162en_US
dc.identifier.issn2334-9182
dc.identifier.issn2334-9212
dc.identifier.issue2en_US
dc.identifier.startpage153en_US
dc.identifier.urihttps://doi.org/10.22190/JTESAP1702153U
dc.identifier.urihttps://hdl.handle.net/20.500.14551/21340
dc.identifier.volume5en_US
dc.identifier.wosWOS:000411528800002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherUniv Nis, Fac Sci Mathen_US
dc.relation.ispartofJournal Of Teaching English For Specific And Academic Purposesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectGenre Knowledgeen_US
dc.subjectWriting Performanceen_US
dc.subjectLiterary Analysisen_US
dc.subjectLanguageen_US
dc.subjectQualityen_US
dc.titleTHE RELATIONSHIP BETWEEN GENRE KNOWLEDGE AND WRITING PERFORMANCEen_US
dc.typeArticleen_US

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