英語を外国語として学ぶ日本の学生のライティング能力を評価し、日本におけるライティング指導の現状を分析したうえで、ライティング能力向上のための教育方法を提案する。

Writing is widely regarded as a social act, and writing instruction is thus expected to be contextualized. This orientation can be realized through genre-based writing instruction, which is grounded in a context-oriented view of writing with a particular emphasis on effective ways of achieving intended communicative purposes. This study explores the applicability of this approach in Japanese EFL contexts and evaluates its effectiveness through theoretical discussions and empirical evidence.
Introduction
Chapter 1　An Overview of Writing Theories and Practices: Steps to Genre-Based Writing Instruction
Chapter 2　Writing Instruction in the Japanese Context
Chapter 3　Context-Oriented Analysis of the English Writing Education in Japan: Questionnaire Responses and Text Analysis
Chapter 4　Exploring the Consideration of Genre in the Current English Writing Education in Japan: Textbooks for Teachers and Students
Chapter 5　Designing Genre-Based Instruction of Descriptive Writing: Skill Acquisition and Step-by-Step Instruction
Chapter 6　Designing a New Instructional Framework for Explanatory Writing: A Process-Genre Teaching-Learning Cycle
Summary and Conclusion
References
Appendices