ABSTRACT
Genre pedagogy (GP) has gained remarkable importance in second language (L2) writing studies in the last three decades. GP's emphasis on the social and cognitive aspect of writing in addition to the social function of linguistic and rhetorical choices in texts has manifested itself through different strands of genre theory. These different schools of genre theory have led to a proliferation of pedagogical applications, especially in L2 writing contexts, which have been deeply affected by the current celebratory turn of transnationalism in relation to English as a Foreign Language (EFL) or English as a Second Language (ESL) writing instruction. Transnationalism in relation to L2 writing assessment practices occurs in different forms and ways. Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), and other internationally oriented exams implemented in EFL or ESL writing contexts and settings are considered as forms of transnational education practices. Formative assessment practices or assessment for learning (AfL) originated from programs, curricula, materials, course syllabi, or lectures developed in other EFL/ESL writing contexts are also construed as transnational EFL/ESL writing assessment practices. This chapter engages with L2 classroom writing assessment practices in relation to transnationalism, with a special focus on genre-based approach to L2 writing instruction. The chapter begins with unpacking genre-based approach to L2 writing instruction and then situates AfL in relation to transnationalism. Following a theoretical background describing the conceptual connection between AfL and L2 writing in a transnational context, the chapter ends by demonstrating how such intersection translates into classroom assessment in the English for Academic Purposes writing classroom, which is a typical example of transnational higher education setting.
