[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-234835-105":53,"doc-detail-234835-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","teaching-genre-based-writing-to-tertiary-level-students-author-1","Teaching Genre-Based Writing to Tertiary Level Students - Author 1","","The research explores teaching students to write a job application letter at the tertiary level using genre-based pedagogy. It analyzes language features of the job application letter in English from the Eng 2001 Module prescribed in Myanmar universities, applying Bhatia’s (1993) theoretical framework for schematic structure. Two Teaching Learning Cycle (TLC) activities are designed as a four-stage model (Hammond, 1992), including expected challenges and scaffolding to overcome them.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/teaching-genre-based-writing-to-tertiary-level-students-author-1/234835/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/teaching-genre-based-writing-to-tertiary-level-students-author-1/234835.png","ImageObject",442,249,{"name":88,"@type":89},"Jasmine","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-27","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What teaching approach does the research use for job application letter writing?","Question",{"text":108,"@type":109},"It uses genre-based pedagogy to teach tertiary-level students how to write a job application letter in English.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What framework is used to analyze the job application letter’s schematic structure?",{"text":113,"@type":109},"The analysis applies the theoretical framework of Bhatia (1993) to categorize the genre’s schematic structure.",{"name":115,"@type":106,"acceptedAnswer":116},"What teaching activities are proposed, and how are they structured?",{"text":117,"@type":109},"Two TLC-based teaching activities are designed using a four-stage model (Hammond, 1992), along with expected challenges and scaffolding to address them.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},234835,1791484363,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":8,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":40,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":140},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Teaching Genre-Based Writing to Tertiary Level Students  \nNyein Thwe Khaing 1  \nAbstract  \nThe research focuses on teaching writing a job application letter through genre-based pedagogy to tertiary level students. To date, there have been researches on the language analysis indifferent genres of English texts and teaching how to write the job application letter at tertiary level by deploying the instructions mentioned in the Straightforward teachers’ book (B1) .  \nHowever, to the best of the author’s knowledge, there is little on language analysis in the job application letter in English and how to write it at tertiary level. To facilitate students in writing the job application letter, the current research analyses the language features of the job application letter in English from Eng 2001 Module prescribed in universities in Myanmar. The schematic structure of the genre is categorized by deploying the theoretical framework of Bhatia (1993) . In addition to text analysis, two teaching activities based on the Teaching Learning Cycle(TLC): a four- stage model (Hammond,1992) are set. Apart from that, the expected challenges in doing these two activities are presented. Finally, scaffolding activities designed to overcome these challenges are mentioned. With the linguistic analysis of the job application letter and deploying two teaching activities, this research generates important pedagogical implications for the teaching/ learning of the job application letter through genre-based pedagogy at tertiary level setting and contributes to the enhancement of academic English language teaching in universities in Myanmar.  \nKey words: Job application letter, schematic structure, genre-based theory, the Teaching Learning Cycle (TLC)  \nIntroduction  \nThe Job Application Letter is a specialized form of text type accepted by university students because it supports the direct application of the learning experiences for future job performance. If the text types in writing session reflect the kinds of writing students really need to do when they leave university, it will definitely be useful for them. The art of job application, therefore, becomes one of the genres of teaching writing in the curriculum. This paper states the importance of genre approach to writing job application letter in second language writing. Myskow and Gordon (2009) mentions that genre-based pedagogies are paradigm approach in L2 writing after process-based pedagogies in late 1980s. Hyland (2007) states that genre-based pedagogies enable teachers to ground their courses in the texts that students will have to write in their target contexts, thereby supporting students to participate effectively in the world outside the ESL classroom.  \nTeaching Context and Text Selection  \nThe teaching context is Dagon University in Myanmar where the author is working and where English is regarded as a foreign language. The participants are the second year university students who are specializing in Myanmar and have learnt English as a compulsory subject since they were primary school students. Their English proficiency level is B1 of Common European Framework of Reference for Languages (CEFR) . There are about 50 students in the class. The classroom is still in the chalk and talk situation. The genre chosen for the analysis is Job Application Letter. The reason for choosing this text type is that it is included as one of the assigned text types for the writing session of the prescribed textbook“Straightforward” published by Macmillan (See Appendix1) . This textbook is mainly intended  \n1 Lecturer, Department of English, Dagon University  \nDagon University Research Journal 2020, Vol. 11 27  \nfor the students in Myanmar. This genre-based analysis will be deployed in teaching of writing job application letter in the university classroom situation because the lack of explicit teaching of language in relation to genres put many students under disadvantaged conditions. Nunan (1994) stated th","cbCaidCI18kBfy5p","https://ap.wps.com/l/cbCaidCI18kBfy5p","pdf",620438,"English","# Introduction\n# Teaching Context and Text Selection\n# Social Purpose and Context\n# Aim\n# Research Methodology","[{\"question\":\"What teaching approach does the research use for job application letter writing?\",\"answer\":\"It uses genre-based pedagogy to teach tertiary-level students how to write a job application letter in English.\"},{\"question\":\"What framework is used to analyze the job application letter’s schematic structure?\",\"answer\":\"The analysis applies the theoretical framework of Bhatia (1993) to categorize the genre’s schematic structure.\"},{\"question\":\"What teaching activities are proposed, and how are they structured?\",\"answer\":\"Two TLC-based teaching activities are designed using a four-stage model (Hammond, 1992), along with expected challenges and scaffolding to address them.\"}]","Teaching Genre-Based Writing to Tertiary Level Students - Author 1 | PDF",1789091619,6]