Akademik Veri Yönetim Sistemi
Dil Eğitimi ve Araştırmaları Dergisi, cilt.11, sa.2, ss.833-858, 2025 (TRDizin)
The present study analyzes an English coursebook package used in English preparatory programs prior to high-school education in Türkiye in terms of written genres. The research follows a qualitative approach and employs content analysis to examine writing activities in the Progress coursebook package. The books are analyzed based on the types of genres included and how strictly the writing tasks follow the genre teaching stages. Findings reveal a somewhat diverse representation of genres but indicate a need for broader inclusion of personal, heuristic, and informative types. While the stages of genre teaching are followed in some tasks, many fail to include one or more stages of modeling, negotiation, or construction. Additionally, the accompanying workbook is found to be insufficient in revising previously studied genres. These results underscore a need for broader inclusion of certain genres, improved application of genre teaching stages, and more compatible tasks in the workbook to revise genres.