Towards Growing Control of Factorial Explanations: Reflections from a Genre-Based Course Experience in Colombia

This paper explores qualitative changes in freshmen’s writing of factorial explanations throughout a genre-based syllabus implemented within year Spanish L1 course offered at Colombian university. The aim was to assess the extent which explicit modelled and scaffolded generic exemplars resulted appropriation features target genre. analysis independently produced instances showed students’ contextual structure as well adequate control textual ideational resources for making meaning across stages phases. We discuss findings connection with contribution Genre Based Literacy Pedagogy development reading skills initial literacy education university level.