The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English texts. It is aimed at assisting students to write  English texts by applying the generic structures and language features correctly in line with their social functions. This course covers the lectures on theories covering the definition of genre and its relation to text and types of text and their structure. Classroom activities are focused on lecturing, discussion, (pair & group work), and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to genre and its relation to text.

2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, procedure, expositions, report, discussion and news item.

Anderson, Mark. & Kathy Anderson.1997. Text Types in English 1-2. Malaysia: Macmillan.

Belcher,D,& Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler.

Hartono, Rudi. 2005. Genre Based Writing.  Semarang: English Department Semarang State University.

http://www.reading online.nome.nosd.schoolaccess.net

http://www.readingonline.or/articles/writing/discuss1.htm

Macken, Mary.1990. An Genre-Based Approach to Teaching Writing Years 3-6 (Book 1-4). NSW: Common Ground

Palvik, C. & Segal, M.K. 2003. Interaction 1-2. Singapore: McGraw-Hill Contemporary.

Sadler, R.K.& Hayllar, T.A.S. 2004. Texts in Action, An English Workbook. Australia: Macmillan Educational Australia PTY LTD.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English texts. It is aimed at assisting students to write  English texts by applying the generic structures and language features correctly in line with their social functions. This course covers the lectures on theories covering the definition of genre and its relation to text and types of text and their structure. Classroom activities are focused on lecturing, discussion, (pair & group work), and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to genre and its relation to text.
2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, report, procedure, explanation, expositions, discussion and review.

Anderson, Mark. & Kathy Anderson.1997. Text Types in English 1-2. Malaysia: Macmillan.

Hyland, Ken. 2004. Genre and Second Language Writing. USA: The university of Michigan Press.

Johns, Ann M. 1997. Text, Role, and Context: Developing academic literacies. United Kingdom: Cambridge University Press.

Martin, J.R., Christian MIM Matthiessen, & Clare Painter. 1997. Working with Functional Grammar. USA: St. Martin’s Press, Inc

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English texts. It is aimed at assisting students to write  English texts by applying the generic structures and language features correctly in line with their social functions. This course covers the lectures on theories covering the definition of genre and its relation to text and types of text and their structure. Classroom activities are focused on lecturing, discussion, (pair & group work), and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests

1. The students are expected to be able to acquire knowledge related to genre and its relation to text.
2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, procedure, expositions, report, discussion and news item. 

Harmer, Jeremy. 2004. How to Teach Writing. London: Longman

Oshima, Alice. 2006. Writing Academic English. The Fourth Edition.New York: Pearson Education, Inc.

Reid, J.M. 2000. The Process of Composition. Third Edition. New York: Longman.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English texts. It is aimed at assisting students to write  English texts by applying the generic structures and language features correctly in line with their social functions. This course covers the lectures on theories covering the definition of genre and its relation to text and types of text and their structure. Classroom activities are focused on lecturing, discussion, (pair & group work), and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests

1. The students are expected to be able to acquire knowledge related to genre and its relation to text.
2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, procedure, expositions, report, discussion and news item. 

Harmer, Jeremy. 2004. How to Teach Writing. London: Longman

Oshima, Alice. 2006. Writing Academic English. The Fourth Edition.New York: Pearson Education, Inc.

Reid, J.M. 2000. The Process of Composition. Third Edition. New York: Longman.

This course is leading to the effort to develop students' competence in writing correct, meaningful, and intelligible English texts. It is aimed at assisting students to write English texts by applying the generic structures and language features correctly in line with their social functions. This course covers the lectures on theories covering the definition of genre and its relation to text and types of texts and their structure. classroom activities are focused on lecturing, discussion, pair and group work, and presentation. the course assessment is based on the sum of the students' attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to genre and its relation to text.
2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, report, procedure, explanation, expositions, discussion and review.

1. Anderson, Mark & Kathy Anderson. 1997. Text Types in English 1-2. Malaysia:Macmillan
2. Hyland, Ken. 2004. Genre and Second Language Writing. USA: The University of Michigan Press
3. Johns, Ann M. 1997. Text, Role, and Context: Developing academic literacies. United Kingdom: Cambridge University Press.
4. Martin, J.R., Christian MIM Matthiessen, & Clare Painter. 1997. Working with Functional Grammar. USA: St. Martin's Press, Inc.                                                        

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1. The students are expected to be able to acquire knowledge related to genre and its relation to text.
2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, report, procedure, explanation, expositions, discussion and review.

Anderson, Mark. & Kathy Anderson.1997. Text Types in English 1-2. Malaysia: Macmillan.

Hyland, Ken. 2004. Genre and Second Language Writing. USA: The university of Michigan Press.

Johns, Ann M. 1997. Text, Role, and Context: Developing academic literacies. United Kingdom: Cambridge University Press.

Martin, J.R., Christian MIM Matthiessen, & Clare Painter. 1997. Working with Functional Grammar. USA: St. Martin’s Press, Inc.

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1. The students are expected to be able to acquire knowledge related to genre and its relation to text.
2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, report, procedure, explanation, expositions, discussion and review.

Anderson, Mark. & Kathy Anderson.1997. Text Types in English 1-2. Malaysia: Macmillan.

Hyland, Ken. 2004. Genre and Second Language Writing. USA: The university of Michigan Press.

Johns, Ann M. 1997. Text, Role, and Context: Developing academic literacies. United Kingdom: Cambridge University Press.

Martin, J.R., Christian MIM Matthiessen, & Clare Painter. 1997. Working with Functional Grammar. USA: St. Martin’s Press, Inc.

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1. The students are expected to be able to acquire knowledge related to genre and its relation to text.
2. The students are expected to be able to produce meaningful texts including recount, anecdote, spoof, narrative, descriptive, report, procedure, explanation, expositions, discussion and review.

Anderson, Mark. & Kathy Anderson.1997. Text Types in English 1-2. Malaysia: Macmillan.

Hyland, Ken. 2004. Genre and Second Language Writing. USA: The university of Michigan Press.

Johns, Ann M. 1997. Text, Role, and Context: Developing academic literacies. United Kingdom: Cambridge University Press.

Martin, J.R., Christian MIM Matthiessen, & Clare Painter. 1997. Working with Functional Grammar. USA: St. Martin’s Press, Inc.