Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual
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Universidad Distrital Francisco José de Caldas
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With an interest to go beyond an emphasis on linguistic and textual features that seem to prevail in writing practices, this qualitative actionresearch study looked at EFL argumentative essay writing within a genre-based approach, where writing was understood as a situated socialpractice. A group of undergraduate students from a B.Ed. program in Modern Languages participated in the study. Data were gathered throughsemi-structured interviews, questionnaires, class recordings, and students’ artifacts. Findings revealed that participants undertook the writing ofargumentative essays by bonding with their audience, establishing personal involvement with their texts, and giving support to their arguments.The study suggests that it is important to encourage students to focus on their sociocultural and personal context so that EFL writing can beapproached in a more purposeful and meaningful way.
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Writing as a situated social practice, argumentative essay writing, genre-based teaching.