Formación del Profesorado de ESO y Bachillerato, FP y Enseñanzas de Idiomas

Máster. Curso 2020/2021.


Curso Académico 2020-21

Datos Generales



- to know the contextual, cultural and social aspects that affect communication in general
-to be able to integrate, process and synthesize complex information from various specialized and non-specialized sources
(internet, articles, journals,textbooks)
-to be able to apply acquired knowledge and solve problems in wider and multidisciplinary contexts.
-to be able to communicate and support conclusions
- to improve learning abilities and autonomous learning
-to use the specific oral and written communicative strategies for the teaching of reading and writing
-to develop a critical mind
-to apply the concepts, pedagogical tools and resources to the teaching of writing in English
- to be able to analyze and produce a great variety of English texts


Clases teóricas
The course is structured around the presentation of the theoretical aspects and explanation of concepts, which will be discussed
and exemplified in class.
Clases prácticas
Owing to the nature of the subject, theory and practice are inseparable facets of the course and will be dealt with in a joint way.
Students are expected to actively participate and contribute to the class, individually and in groups.
The materials will be uploaded in the Virtual Campus, or available at the Photocopy room
Practice will focus ona systematic analysis and discussion of a variety of texts from various genres.
Group presentations are a standard and regular activity during the course.
Otras actividades
Tutoring sessions: guidance for the students in relation to readings, textual analysis and discussion of problems.



No presenciales




Breve descriptor:

  Over the past several decades genre has come to have particular prominence in the field of educational linguistics where it has a key place in the analysis and description of disciplinary differences, of classroom discourses, tasks and modes of teaching and learning. Genre-based Pedagogy (GBP) is an approach to teaching writing developed within the Systemic-Functional tradition. It offers a model of teaching that "stresses explicit identification and teaching of the stages of the target text or 'genre'." (Christie and Unsworth 2006) with a specific methodology based on a "Teaching-Learning cycle" involving three main stages: deconstruction, joint construction and independent construction.


The language of tuition is English, a minimum level C1 is required.


 1. To introduce the student to the theoretical assumptions, scope and key concepts of genre and genre-based pedagogy (GBP).
2. To provide tools and resources for the systematic analysis and description of genres.
3. To describe, analyze and critically read a variety of texts from a wide array of genres.
4. To raise the student´s critical awareness of the pedagogical potential of genre study for teaching ESL.
5. To contribute to a systematic development of the teaching of writing.


 1. Definition(s) and classification of genres and text-types.
2. The Conceptual framework: SFL and Genre-based pedagogy.
3. Applied analysis of English genres and texts.
4. Genre and writing pedagogy.


Assessment will be made on the basis of:
- active participation in class and group work,
- submission of specified assignments, class exercises and analyses that will be posted in the Virtual Campus
- a group presentation
- a final individual paper (40%).


Bawarshi, A.S., & M. J. Reiff (2010). Genre: An introduction to history, theory, research and pedagogy. West Lafayette, Indiana:
Palor Press. (Introduction, Chaps: 2,3)
Bahtia, V.K. (2002) Applied Genre Analysis: a multiperspective model Ibérica, 4,3-19
Bahtia, V.K. (2012) Critical reflections on Genre Analysis. Ibérica, 24, 17-28
Hyland, K. (2003) Genre-based pedagogies: A social response to process. Journal of Second Language Writing 12, 17-29.
Hyland, K. (2007) Genre Pedagogy: Language, Literacy and L2 writing instruction, Journal of Second Language Writing 16, 148-
Hyon, S. (1996). Genre in three traditions: implications for ESL. TESOL Quarterly, 30: 693–722.
Martin, J R & David Rose (2012). Genres and texts: living in the real world . Indonesian Journal of SFL, 1 (1), 1-21.
Rose, D. (2008) Writing as linguistic mastery: the development of genre-based literacy, in D. Myhill & al (eds.) Handbook of Writing
Development London: Sage.
Swales, J. M. (1990). Genre Analysis: English in Academic and Research settings. New York: Cambridge University


No existen datos de módulos o materias para esta asignatura.


Clases teórico y/o práctica
Grupo A03/09/2020 - 30/11/2020JUEVES 16:00 - 19:00-PATRICIA AVILES MORENO

Exámenes finales
Grupo único - - -