Genre analysis of writing tasks in Japanese university entrance examinations

Bain, A. (1890). English composition and rhetoric. NewYork: D. Appleton and company. Bhatia, V. K. (2008). Genre analysis, ESP and professional practice. English for Specific Purposes, 27(2), 161–174. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Boston: Allyn & Bacon. Brown, J. D., & Yamashita, S. O. (1995). English language entrance examinations at Japanese universities: What do we know about them? JALT Journal, 17, 7–30. Bunch, G. C., & Willett, K. (2013). Writing to mean in middle school: Understanding how second language writers negotiate textually-rich content-area instruction. Journal of Second Language Writing, 22(2), 141–160. Butt, D., Fahey, R., Feez, S., & Spinks, S. (2012). Using functional grammar: An explorer’s guide (3rd ed.). Sydney: National Centre for English Language Teaching and Research, Macquarie University. Chen, Y., & Foley, J. (2004). Problems with the metaphorical reconstrual of meaning in Chinese EFL learners’ expositions. In L. Ravelli & R. A. Ellis (Eds.), Analysing academic writing: Contextualized frameworks (pp. 190–209). London: Continuum. Christie, F. (2013). Genres and genre theory: A response to Michael Rosen. Changing English, 20(1), 11–22. Christie, F., & Derewianka, B. (2008). School discourse: Learning to write across the years of schooling. New York: Continuum. de Oliveira, L. C., & Lan, S.-W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23–39. Derewianka, B. (1990). Exploring how texts work. Rozelle: Primary English Teaching Association. Doyon, P. (2001). A review of higher education reform in modern Japan. Higher Education, 41(4), 443–470. Eggins, S. (2004). An introduction to systemic functional linguistics (2nd ed.). London: Pinter. Educational Testing Service. (2014). Test and score data summary for TOEFL IBT tests. http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf. Accessed October 3, 2015. Emilia, E., & Hamied, F. A. (2015). Systemic functional linguistic genre pedagogy (SFL GP) in a tertiary EFL writing context in Indonesia. TEFLIN Journal, 26(2), 155–182. Fleiss, J. L., Levin, B., & Paik, M. C. (2003). Statistical methods for rates and proportions. New Jersey: John Wiley & Sons. Guest, M. (2007). A Response to Yoko Ichige’s “validity of center examinations for assessment of communicative ability”. On Cue, 15(1), 28–32. Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward- Arnold. Halliday, M. A. K. (1985). Part A. In M. A. K. Halliday & R. Hassan (Eds.), Language, context, and text: Aspects of language in a social-semiotic perspective (pp. 3–49). Waurn Ponds: Deakin University. Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward- Arnold. Halliday, M. A. K. (1998). Things and relations: Regrammaticising experience as technical knowledge. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 185–236). New York;London: Routledge. Harman, R. (2013). Literary intertextuality in genre-based pedagogies: Building lexical cohesion in fifth-grade L2 writing. Journal of Second Language Writing, 22(2), 125–140. Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. Newtown: PETAA. Hyland, K. (2009). Academic discourse: English in a global context. New York: Continuum. Ichige, Y. (2006). Validity of center examinations for assessment of communicative ability. On Cue, 14(2), 13–22. Ito, H., Kawamura, A., Shimada, Y., Nishihara, M., & Funato, S. (2007). Daigaku shingaku yoteisha wo taishou to shita eigo nouryoku shiken no kokusai hikaku -nihon no daigaku nyuushi to Finland no Matriculation Examination wo taishou ni- [The international comparison of English proficiency tests for university entrances -The National Centre Test in Japan and Matriculation Examination in Finland as subjects-]. Bulletin of Shikoku English language Education Society, 27, 11–26. JC Educational Institute. (2013). Xam. Chiba: JC Educational Institute. Kowata, T. (2009). The possibility of washback effects in the context of Japanese university entrance examinations: Focusing on the analysis of writing tests. Language, Area and Culture Studies, 15, 81–93. Loewen, S., & Plonsky, L. (2015). An A-Z of applied linguistics research methods. London: Palgrave Macmillan. Maher, J. C., & Yashiro, K. (1995). Multilingual Japan: An introduction. Journal of Multilingual and Multicultural Development, 16(1–2), 1–17. Martin, J. R. (1980). Writing project: Paper 2, Exposition: Literacy Criticism. Working Papers in Linguistics, 1, 1–34. Martin, J. R. (1984). Language, register and genre. In R. M. Bunbury, F. Christie, S. Dawkins, & Deakin University School of Education. Open Campus, P (Eds.), Language studies, children writing (pp. 21–30). Waurn Ponds: Deakin University. Martin, J. R. (1985). Factual writing: Exploring and challenging social reality. VIC: Deakin University. Martin, J. R. (1992). English text: System and structure. Amsterdam: John Benjamins. Martin, J. R. (1994). Macro-genres: The ecology of the page. Network, 21, 29–52. Martin, J. R. (1997). Analysing genre: Functional parameters. In F. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 3–39). New York: Continuum. Martin, J. R. (2009). Language, register and genre. In C. Coffin, T. Lillis, & K. A. O’Halloran (Eds.), Applied Linguistics Methods: A Reader: Systemic functional linguistics, critical discourse analysis and ethnography (pp. 12–32). London: Routledge. Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10–21. Martin, J. R., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. In R. Hasan, C. M. I. M. Matthiessen, & J. Webster (Eds.), Continuing discourse on language: A functional perspective (pp. 251–280). London: Equinox. Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Oakville: Equinox Pub. Martin, J. R., & Rothery, J. (1981). Writing project report No.2. Working Papers in Linguistics. McMullen, M. G. (2014). The value and attributes of an effective preparatory English program: Perceptions of Saudi university students. English Language Teaching, 7(7), p131. Ministry of Education, Culture, Sports, Science and Technology-Japan (MEXT). (1999). Koutougakkou Gakushuusidouyouryou kaisetsu gaikokugo hen eigo hen [the explanation of the course of study for foreign languages and English for high schools]. Tokyo: Kairyudo. Ministry of Education, Culture, Sports, Science and Technology-Japan (MEXT). (2013). Monbukagaku toukei youran [a statistical survey of education, culture, sports, science and technology]. http://www.mext.go.jp/b_menu/toukei/002/002b/1337986.htm Accessed 29th December 2013. Oda, M. (2007). Globalization or the world in English: Is Japan ready to face the waves? International Multilingual Research Journal, 1(2), 119–126. Paltridge, B. (2014). Genre and second-language academic writing. Language Teaching, 47(3), 303–318. Park, H., Behrman, J. R., & Choi, J. (2013). Causal effects of single-sex schools on college entrance exams and college attendance: Random assignment in Seoul high schools. Demography, 50(2), 447–469. Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Sheffield: Equinox. Rothery, J. (1985). Reading 1: Two varieties of writing: Report and Exposition. In J. Martin. (Ed.), Factual writing: exploring and challenging social reality (pp. 71–82). VIC: Deakin University. Rothery, J. (1994). Exploring literacy in school English (write it right resources for literacy and learning). Sydney: Metropolitan East Disadvantaged Schools Program. Shiokawa. (2000). An analysis of students’ performance in writing tests in Japanese university entrance examinations: Focus on Paragraph Writing. The Outline of JACET Convention, 39, 15–16. Shizuka, T. (1996). A Warning on underestimation of the effect of teacher correction in writing activity: Reflections based on a pilot study. Research Bulletin of Kantokoshinetsu Association of Teachers of English, 10, 25–33. Tachibana, Y., Matsukawa, R., & Zhong, Q. X. (1996). Attitudes and motivation for learning English: A cross-national comparison of Japanese and Chinese high school students. Psychological reports, 79(2), 691–700. Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66–97). Bristol: Multilingual Matters. Taylor, G. (1989). The student’s writing guide for the arts and social sciences. Cambridge: Cambridge University Press. Watanabe, H. (2013). A genre analysis of writing in Japanese university entrance examinations and teaching materials (Unpublished Masters dissertation). Sydney: University of Sydney. Wang, C. (2013). A study of genre approach in EFL writing. Theory and Practice in Language Studies, 3(11), 2128–2135. Woodward-Kron, R. (2002). Critical analysis versus description? Examining the relationship in successful student writing. Journal of English for Academic Purposes, 1(2), 121–143. Woodward-Kron, R. (2005). The role of genre and embedded genres in tertiary students’ writing. Prospect, 20(3), 24–41. Yan, J., Zhang, W., Yu, Y., Chang, J., & Ding, G. (2015). Research and practice on college English oral test-a case study of Beijing institute of petrochemical technology. English Language Teaching, 8(3), 121. Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111–133. Yoneyama, S. (1999). The Japanese high school: Silence and resistance. London: Routledge.