Teaching Discussion Section Writing through a Genre-Based Approach to Undergraduates across Disciplines in China—A Novice EAP Teacher’s Classroom-Based Empirical Study

This study illuminates the genre-based pedagogy delivered by a novice EAP teacher for teaching discussion section writing to cross-discipline undergraduates in China. Followed demonstration of specifics genre teaching, researcher tapped into effectiveness through an examination student-produced submissions. Autoethnography and qualitative research methods were used analyze video-recording, journals students’ assignments it was revealed that focal Chinese English who specialized EGP able teach knowledge skills autonomous learning preparation. Furthermore, efficacy could be affirmed since most learner-writers successfully transferred taught classroom their writing. From this study, pedagogical implications are drawn shed light on future education aims help teachers attain better instruction.