I would ask the students to write an invitation letter for the card. I think this is a good way to implement Hyland's text functions and genre and context focus.

We would combine Genre Orientation and Creative Expression to design the lesson. First, students analyze real wedding invitations to identify common phrases, tone, structure, and cultural elements. Next, students are encouraged to personalize their invitations by adding unique elements, such as creative wording, humor, or cultural traditions.  Lastly the students present their own unique invitation cards to the class.

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For the genre orientation, the genre would be wedding invitations and students would be able to write however they like. As a rubric we would give students a detailed requirements of the wedding such as excluding children from the wedding or the theme of the wedding or a part of their vows. After they write the first draft we would revise the writings and then give them feedback and time to edit the draft. Students can do the assignment in pair pretending as a couple.

Selin Koyunoğlu, Ayşegül Ebrar Koç

Şevval Yurtcu&Nursena Günsan

Process- use this method to act as if someone cannot send the invitation to a family member because they do not get along like before. They have to send a formal and explanatory mail to invite them. The mail is brainstormed, revised and corrected with feedback.

Genre- the students are given different types of wedding invitations where they look into the different topics of wedding. They have to explain the genre and type of wedding and write a paragraph about the invitation.

I preferred to choose two opposite polar perspectives.

Creative Expression Orientation:

This approach allows the students to play with the language freely. So I would give some of the basic instructions about this approach and let the havoc loose upon hell!

They can write it formal, informal, poetic, artistic and with many other countless ways. This will motivate them to use new vocabulary and grammar structures.

Content - Based Orientation:

Students will be given the context but before hand they will be presented with L2 wedding invitations to inspire them and teach them social norms and how native speakers handle it. This way it will not just improve their L2 writing skills but at the same time; it will build cultural awareness and general genre kno

wledge.

We would use wedding invitations by combining Genre and Process Orientations. With using Genre orientation, invitations can be more clear as in dates, names and etc. Also, students could analyze different invitations to see and learn cultural patterns and features. They can also create their own invitations by focusing on their culture. With Process orientation, students can brainstorm the cultural information and exchange feedback with peers, and revise before presenting the final version. This way, students can gain awareness of the purpose and structure of the genre while also practicing planning, drafting and revising strategies.