RESPONDING TO REVIEWERS - THE CASE OF A GENRE-BASED ACADEMIC WRITING TASK FOR DOCTORAL STUDENTS

This paper explores the application of genre pedagogy in teaching academic writing to doctoral students, specifically focusing on the genre of responding to reviewers' comments. Drawing on Yasuda's (2011) and Hyland's (2020) perspectives on genre analysis, as well as on insights from Shaw (2020) and Kindenberg (2021), the study aims to address two research questions: (1) Based on the task students were set, what can count as indicators of genre-awareness? and (2) Should L1 novice writers be expected to be context-aware naturally and consequently do well when they engage in this particular genre-based task? The research involved three cohorts of PhD students over three academic years, with data collected from students' written responses to reviewers' comments. The analysis focused on students' ability to recognize and utilize genre conventions, linguistic choices, and organizational strategies appropriate to the task. Results indicate that while some students demonstrated a good understanding of genre conventions and effectively addressed reviewers' comments, others struggled to adopt the appropriate tone and format, often resorting to familiar models that did not align with academic writing norms. Findings suggest that explicit instruction in genre awareness and linguistic features, coupled with practice tasks, can enhance students' proficiency in academic writing genres. The study underscores the importance of integrating genre pedagogy into writing instruction for advanced learners, offering insights for designing effective in-class activities and resources. Overall, the research contributes to our understanding of genre- based approaches in teaching academic writing and provides valuable implications for L1 academic writing instruction at the university level.