Comparing Genre Classification in Composition Pedagogy in Japan and China:

A Survey of Dictionaries and Textbooks

Abstract

The Western rhetorical style was introduced to Japan and China almost a century ago, a time when the two countries shared similar theories on text genre classification. Since then, the Japanese view of genre classification and the Chinese counterpart developed independently. This study aims to compare the present states and understand how genre classification has evolved in the two countries, as well as investigate the impact on composition pedagogy in each country. Based on a survey of dictionaries,curricula and textbooks from both countries, the study finds that in Japan, genre is classified largely by the specific intent and application of the text. Composition pedagogy in Japan emphasizes on the social function of an essay and promotes teaching composition writing via language activities. On the other hand, genre classification in China is determined mainly by the text’s writing style and content. Composition writing is taught with an emphasis on the expression of self and writing pedagogy focuses on narrative techniques.