The role of the teacher is a basic requirement for the achievement of an effective learning process. In the context of second language writing several theories have been established; which are commonly the process theories and the genre theories. The process theories use the ideas and assumptions of cognitive psychology and literary composition. On the other hand, genre writing is more focused on purposes, and socially positioned responses to particular contexts and society. Even though, the two methodologies of second language writing have various critics; genre theories have proved to be more effective in the learning process. This paper will focus on the various strategies of achieving successful second language writing (Bakhtin, 1986).
The topic of second language writing is a much-contested area that requires expertise in the mode of selecting a successful methodology. On this aspect, many teachers have been in a dilemma on which way to take between the process approach and the genre theories. In the learning environment, different situations require different situations; whereby teachers require expertise in handling various phenomena. The issue of learner difference, as well as achievement of set objectives, should be given ultimate attention. The various theories are however essential though not the final solution to the effective learning process. Research on efficiencies of the processes has shown varied results on the strategies in different social environments as well as different writing topics. In this case, the genre theory is more appropriate and effective in varied learning situations (Bakhtin, 1986).
Based on the failures and critics of the process approach, the genre approach seeks to give solutions to the various writing challenges. Various schools of the genre have all tried to establish realistic strategies which help in realizing a successful writing process. The genre theories are more realistic in that they are more literal in composition and encourage students to share wider social contexts. Though, the different schools of the genre theories have established and explained regulations of purpose, structure, and social influence; their emphasis on the context and research methods differ significantly (Bizzell, 1992).
Importantly, it is evident that genre theories expound on the understanding of individual learners on the use and interpretation of certain communicative cases. This is a big boost to the individual writer’s knowledge and skills thus helping in the achievement of efficient and effective writing. In addition, genre theories and strategies are consistent with the aspect that; writing is positioned and investigative of general societal practices. From an analytical point of view, it’s realized that; genre strategies of second language writing are effective in making critical writing in relevant contexts. Despite the various strings and advantages, genre theories have had varied criticism (Bizzell, 1992).
The topic on second language writing should not be narrowed to genre theories; rather, integration of teacher skills, ideas from process approaches, and genre theory. The genre theories don’t consider the existence of learner differences in the essence of applying uniform structures. In this case, the theory is very exclusive in that it limits individual expressions and creativity. In this situation, the setting of specific contexts for writers to write on may lead to critical discussions but fails to encourage innovations and originality of writers. The intervention of teachers is always welcomed but should be regulated to avoid instances where writers’ efficiency and competency are compromised. This theory is also based on null assumptions regarding restrictions on contexts and purpose of writing as a strategy of successful writing (Bakhtin, 1986).
Each of the approaches of the second language has its critics; whereby teacher’s expertise is greatly essential for the success of the process. In this regard, teachers should take note of integrating the strengths of the process approach with those of the genre theories to achieve an efficient and effective learning process.
Reference list
Bakhtin, M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
Bizzell, P. (1992). Academic discourse and critical consciousness. Pittsburgh: University Of Pittsburgh Press.