时间：2022-09-12 06:56:34
【Abstract：】It is very important to teach students to write an effective English résumé. Students should learn to understand the purpose for which the genre of résumé is used，to familiarize themselves with the structural and linguistic features of résumés，and to compose a résumé independently. The present article explores those stages helping students write a résumé.
【Key words】students； résumé； genre； stage.
1. Introduction
When teaching writing，teachers should place emphasis on teaching students the formal staged qualities of genre in order that students can have a good command of the features of a certain genre. Hagan et al. （1993） point out that it is necessary to make the structures and features of the text explicit，and mastery of text types will not develop naturally. So teachers should introduce models and analyze them. If students write in a certain genre，first of all，they should be familiar with the purpose and main features of the genre. They can be given some samples of the genre and explore them. There are some distinctive stages in each genre that can make it achieve its purpose. Therefore，the following stages may help students write an effective English résumé： introduction or contextualizing，modeling and deconstructing，checking understanding，joint construction，independent construction，peer review，and summary.
2. The specific stages involved
In my lesson，I first introduce the lesson objectives，and the genre of résumé. And then，in the part of “modeling and deconstructing”，I ask students to discuss some questions about the genre of résumé in groups with the help of a sample résumé. This is very effective in this writing lesson，because the activities in this stage can let students find out the common format of a résumé，make them identify the common parts of a résumé and the purpose or function of each part，and help them to notice some structural and linguistic features of a résumé. In fact，I design this according to the genre approach，which acknowledges that writing takes place in a social situation and is a reflection of a certain purpose，and that learning can happen consciously through imitation and analysis that facilitates explicit instruction （Badger & White，2000）. So in the second stage of my lesson，by introducing and discovering the purpose and the features of the genre of résumé，I can enable my students to recognize a résumé. For this stage，the central part is purpose. Students can know writing may be different due to different social contexts where it is produced.
As we know，the structural and linguistic features of a genre are very important for students to apply or imitate when they write later. According to Nunan （1999，p.280），different genres of writing “are typified by a particular structure and by grammatical forms that reflect the communicative purpose of the genre.” Thus in the stage of “joint construction” of my lesson，I ask students to focus mainly on the structural and linguistic features of the résumés when they read the two sample résumés. Meanwhile，I can join some students，discuss with them，and offer assistance to them. These activities can extend students’ comprehension of the genre of résumé，make them more familiar with the structural and linguistic features of résumés，and support their attempts to write a résumé independently. So this kind of activities in my lesson plan “succeeds at showing students how different discourses require different structures. In addition，introducing authentic texts enhances student involvement and brings relevance to the writing process” （Guo，2005，p.20）.
It is also of great significance to let students go through the writing process. So in the stage of “independent construction” of my lesson plan，I ask students to write a résumé of their own independently. In this thirty-minute activity，students can be effectively provided a chance to experience some stages in the writing process，such as planning，drafting，revising，and so on. Of course，these stages are recursive，or nonlinear，and they may interact with each other throughout the writing process. For example，many students return to planning activities during some stage of the revision process to refine a viewpoint or develop a new idea （Guo，2005）. On the whole，this part of my lesson plan can allow students to understand the steps involved in writing，and recognize that what students bring to the writing classroom contributes to the development of the writing skills （Badger & White，2000）.
Peer review is one of the key terms in the process approach to writing. It can be used in the writing classroom. It is an activity of paramount importance because it can allow teachers to have their students receive more feedback on their written work，and provide students with a chance to practice a number of linguistic and writing skills，such as a greater exposure to ideas，meaningful interactions with their peers，and new perspectives about the writing process. Min （2006，pp.118-119） asserts that “Peer response or review has been found to help both college and secondary students obtain more insight into their writing and revision processes，foster a sense of ownership of the text，generate more positive attitudes toward writing，enhance audience awareness，and facilitate their second language acquisition and oral fluency development.” All of these influence the design of the stage of “peer review” of my lesson. I can use peer review correctly and effectively after students have finished writing their own résumés. I can also incorporate peer review as a method to teach writing skills to my students，trying to construct a student-centered classroom setting with students able to evaluate their own writing products. At the same time，I can use peer review to help students to use English in a meaningful way，improve their listening and speaking as well as writing abilities. Also，in my lesson，I adopt peer review to teach my students some useful writing skills，such as writing to a real audience，sharing each other’s ideas，discussing how to revise their written work，and so on. Last but not least，I use peer review to encourage my students to learn from each other，cooperate with each other，establish a good relationship with each other，and create a competitive but harmonious classroom environment with each other.
3. The existing differences
The present lesson plan is different from the way I was taught in the following three respects. First of all，in my lesson plan，I use the sample résumés retrieved from an online writing lab. However，in the past，when I was a student in primary school，middle school，college，and later graduate school，the teachers usually did not use sample texts from a website but from the textbooks. Now we are in the digital age，and we can use new technologies in the writing instruction.
In addition，I employ both the process approach and the genre approach to teaching writing in my lesson plan. But my teachers used to teach writing either using the process approach or the genre approach. They seldom adopted the process genre approach. As a matter of fact，sometimes combining the process and the genre approaches can lead to a new way of thinking about writing，which allows students to study the relationship between purpose and form for a particular genre as they use the recursive processes of prewriting，drafting，revision，and editing，and using these steps can enhance students’ awareness of different text types and of the composing process （Guo，2005）.
Furthermore，the biggest difference is that peer review is used in my lesson plan，but my teachers seldom carried out the activity of peer review and some of them even never did it. Perhaps they thought that peer review was unnecessary，it took much time，students did not possess the abilities to evaluate others’ written work and give feedback，or it was rather difficult to carry out the activity of peer review. As a result，most of the teachers used to give feedback by themselves.
4. Conclusion
Overall，writing is one of the most important language skills，and when it is taught，it should be considered as a series of stages that lead from a specific situation to a text. Teachers should provide students with appropriate input of knowledge and skills in order to help them improve their writing. Here my 100-minute lesson gives students the chance to know clearly and accurately about the purpose，the structural and linguistic features of the genre of résumé，the process of writing a résumé，and how to write an effective English résumé.
References：
[1]Badger，R.，& White，G. （2000）. A process genre approach to teaching writing. ELT Journal，54（2），153160
[2] Guo，Y. （2005）. A process genre model for teaching writing. English Teaching Forum，43（3），1826
[3] Hagan，P.，Hood，S.，Jackson，E.，Jones，M.，Joyce，H.，& Manidis，M. （1993）. Certificates in Spoken and Written English （2nd ed.）. Sydney，Australia： New South Wales Adult Migrant English Service & National Centre for English Language Teaching and Research
[4] Min，H. （2006）. The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing，15，118141.
[5] Nunan，D. （1999）. Second language teaching and learning. Boston： Heinle and Heinle Publishers
作者简介
杨志伟（1981-），男，汉族，湖北人，军事经济学院，讲师，硕士，研究方向：英语教学、外国语言学；
黄波（1980-），男，汉族，湖北人，中国地质大学，讲师，硕士，研究方向：应用语言学、英语语言文学。