Transcript teacher
Methodological issues
for SFL’s
Sydney School Genre Pedagogy
in tertiary contexts
Sally Humphrey
Shoshana Dreyfus
Some issues 1
Development our understandings of:
i.
Discipline specific literacy
ii. academic genres
iii. discipline & program specific genre pathways
iv. pathways for developing control of genre
(stratal and metafunctional)
v. tutor training: building a theoretically grounded
toolkit
Some issues 2
Modelling
i. How far can genre take us?
ii. Where does phase ‘fit’ in terms of strata
iii. What mark does a model get?
.
Some issues 3
Joint Construction
i. operationalising a model designed in
primary school contexts
ii. joint construction online
iii. How and whether to design Joint
Construction in terms of macrogeneric stages and phases
Some issues 1
Development our understandings of:
i.
Discipline specific literacy
ii. academic genres
iii. discipline & program specific genre pathways
iv. pathways for developing control of genre
(stratal and metafunctional)
v. tutor training: building a theoretically grounded
toolkit
1.1: Understanding discipline specific literacy
hierarchical
knowledge
structures
horizontal
knowledge
structures
Knowledge
structures of the Academic Domain (Bernstein 1996)
6
Knowledge structures as complementarities
?
(after Muller 2007, Wignell 2007, Martin, Maton & Matruglio forthcoming)
hierarchical
Biology: 3rd Year
Biology – 1st Year
Laboratory reports
•Abstract
•Introduction
•Identification of phenomenon
Aim ^
Orientation ^
•Summary of research findings
•Justify own research
•Hypothesis
{materials^ procedures}
Observations and Results
(tables + calculations) ^
•Objectives
•Materials and methods
•Results (verbal x visual )
•Discussion
Discussion - exploration
•Comparison with previous studies
•Conclusion
•Acknowledgements
•References
horizontal
Discipline and program specific genre pathways:
Academic genres in a linguistics degree
1st year
- Sociolinguistics
- Language & mind
- Generative grammar
- Language technology
1&2
Article
Articlereview
review//critique
critique
Research
report
Research
report
Factorial
explanation
Factorial
explanation
No written work
2nd year
-
Syntax
- Electronic publishing
- Semantics
- Phonetics
- Phonology
- Computational a
Linguistics 1 & 2
Tree drawing
multimodal websites
Short answer exams
No written work
No written work
Practical
report
Practical
report
3rd year
-
Project
Research report
1.2: Understandings of academic genres
adapted from Martin J R & P Peters (1985)
Structure of an Interpretation
An Interpretation achieves its goal through stages of:
1. Research Context
2. Results/Discussion
3. Conclusion
1.3: designing genre pathways across a program
Interpretation
Comparative
(multiple texts)
ALL
Multiple
perspectives
(+ pedagogy
+ evaluation)
EdLing
Interpretation
Comparative
(2 texts)
Interpretation
(1 text)
G&R
FG
Multiple
perspectives
(+ discourse
semantics and
genre)
Single perspective
(lexico-grammar)
Spiral of interpretation genres in Masters of Applied Linguistics
1.4: Pathways for developing control of genre
(The 3x3: rank/stratal and metafunctional)
Tutor copy
A.
Ideational Meanings
Resources for constructing
technical, specialised and formal
knowledge of discipline area (field)
B.
Interpersonal Meanings
Resources for convincing the
reader in distanced, impersonal and
objectified ways (tenor)
C.
Textual Meanings
Resources for organising clearly
signposted and abstract texts
(mode)
1. Genre (whole text level)
1.
Do the beginning, middle and
end stages of the text build
knowledge relevant to the discipline
specific topic and purpose?
2. Are tables, diagrams, examples and
quotes logically integrated with verbal
text (eg. to extend, report, specify or
qualify points)?
2. Discourse (paragraph level)
Are topics defined and classified
according to discipline specific
criteria?
1.Are expanded noun groups used to describe
and classify technical and specialised
terms?
Is the information related in logical
relationships (eg. time, cause,
consequence, comparison)?
2.Do verb groups express relevant processes
(eg defining, classifying; abstract actions)
1. Does the text evaluate subject matter
objectively (eg. according to value,
benefit, relevance, validity,
significance)?
Does the text show a critical
perspective where required? (eg. by
making visible and challenging
assumptions)
2. Does the student writer control the
argument, using authoritative sources for
support?
Are global headings and abstracts
used to signal layout of longer texts?
3.Is the vocabulary appropriately formal?
4. Does spelling follow academic conventions?
Does the text build on points or
positions across its beginning, middle
and end stages? (eg, by amplifying or
reinforcing)
Is the content previewed in the
beginning stage (introduction) and
reviewed in the end stage (ie.
conclusion)?
3. Grammar and Expression (word & clause)
1. Does clause structure follow
recognisable and appropriate patterns
of English?
2. Is there subject and verb agreement?
3. Are tense and voice choices appropriate
and consistent?
st
3. Are a range of perspectives introduced
and is the reader directed towards the
argument preferred by the student
writer?
Is there a logical flow of information from
sentence to sentence across
paragraphs?
Are entities tracked through appropriate
cohesive resources (eg. reference,
substitution, repetition and ellipsis)?
Is information referred to in m ore
abstract terms in topic sentences and
expanded in more concrete terms in
subsequent sentences of the
paragraph?
rd
4. Are 1 and 3 person pronouns used
appropriately?
5. Are sources referenced according to
discipline specifications (eg. MLA)?
Do choices of Theme reflect the topic focus
of the sentence?
Is grammatical metaphor used to rework
processes, qualities and logical relations as
abstract entities and relationships? (eg.
logical relations as verbs rather than
conjunctions; processes as nouns rather
than verbs)
Are articles used appropriately?
Does punctuation assist information
structure?
1.5 Tutor training: a theoretically grounded toolkit
Tutor copy
A.
Ideational Meanings
Resources for constructing
technical, specialised and formal
knowledge of discipline area (field)
B.
Interpersonal Meanings
Resources for convincing the
reader in distanced, impersonal and
objectified ways (tenor)
C.
Textual Meanings
Resources for organising clearly
signposted and abstract texts
(mode)
1. Genre (whole text level)
1.
Do the beginning, middle and
end stages of the text build
knowledge relevant to the discipline
specific topic and purpose?
2. Are tables, diagrams, examples and
quotes logically integrated with verbal
text (eg. to extend, report, specify or
qualify points)?
2. Discourse (paragraph level)
Are topics defined and classified
according to discipline specific
criteria?
1.Are expanded noun groups used to describe
and classify technical and specialised
terms?
Is the information related in logical
relationships (eg. time, cause,
consequence, comparison)?
2.Do verb groups express relevant processes
(eg defining, classifying; abstract actions)
1. Does the text evaluate subject matter
objectively (eg. according to value,
benefit, relevance, validity,
significance)?
Does the text show a critical
perspective where required? (eg. by
making visible and challenging
assumptions)
2. Does the student writer control the
argument, using authoritative sources for
support?
Are global headings and abstracts
used to signal layout of longer texts?
3.Is the vocabulary appropriately formal?
4. Does spelling follow academic conventions?
Does the text build on points or
positions across its beginning, middle
and end stages? (eg, by amplifying or
reinforcing)
Is the content previewed in the
beginning stage (introduction) and
reviewed in the end stage (ie.
conclusion)?
3. Grammar and Expression (word & clause)
1. Does clause structure follow
recognisable and appropriate patterns
of English?
2. Is there subject and verb agreement?
3. Are tense and voice choices appropriate
and consistent?
st
3. Are a range of perspectives introduced
and is the reader directed towards the
argument preferred by the student
writer?
Is there a logical flow of information from
sentence to sentence across
paragraphs?
Are entities tracked through appropriate
cohesive resources (eg. reference,
substitution, repetition and ellipsis)?
Is information referred to in m ore
abstract terms in topic sentences and
expanded in more concrete terms in
subsequent sentences of the
paragraph?
rd
4. Are 1 and 3 person pronouns used
appropriately?
5. Are sources referenced according to
discipline specifications (eg. MLA)?
Do choices of Theme reflect the topic focus
of the sentence?
Is grammatical metaphor used to rework
processes, qualities and logical relations as
abstract entities and relationships? (eg.
logical relations as verbs rather than
conjunctions; processes as nouns rather
than verbs)
Are articles used appropriately?
Does punctuation assist information
structure?
Some issues 2
Modelling
i. How far can genre take us?
ii. Where does phase ‘fit’ in terms of the
concept of stratification?
iii. What mark does a model get?
2.1: How far can genre take us?
Tutor copy
A.
Ideational Meanings
Resources for constructing
technical, specialised and formal
knowledge of discipline area (field)
B.
Interpersonal Meanings
Resources for convincing the
reader in distanced, impersonal and
objectified ways (tenor)
C.
Textual Meanings
Resources for organising clearly
signposted and abstract texts
(mode)
1. Genre (whole text level)
1.
Do the beginning, middle and
end stages of the text build
knowledge relevant to the discipline
specific topic and purpose?
2. Are tables, diagrams, examples and
quotes logically integrated with verbal
text (eg. to extend, report, specify or
qualify points)?
2. Discourse (paragraph level)
Are topics defined and classified
according to discipline specific
criteria?
1.Are expanded noun groups used to describe
and classify technical and specialised
terms?
Is the information related in logical
relationships (eg. time, cause,
consequence, comparison)?
2.Do verb groups express relevant processes
(eg defining, classifying; abstract actions)
1. Does the text evaluate subject matter
objectively (eg. according to value,
benefit, relevance, validity,
significance)?
Does the text show a critical
perspective where required? (eg. by
making visible and challenging
assumptions)
2. Does the student writer control the
argument, using authoritative sources for
support?
Are global headings and abstracts
used to signal layout of longer texts?
3.Is the vocabulary appropriately formal?
4. Does spelling follow academic conventions?
Does the text build on points or
positions across its beginning, middle
and end stages? (eg, by amplifying or
reinforcing)
Is the content previewed in the
beginning stage (introduction) and
reviewed in the end stage (ie.
conclusion)?
3. Grammar and Expression (word & clause)
1. Does clause structure follow
recognisable and appropriate patterns
of English?
2. Is there subject and verb agreement?
3. Are tense and voice choices appropriate
and consistent?
st
3. Are a range of perspectives introduced
and is the reader directed towards the
argument preferred by the student
writer?
Is there a logical flow of information from
sentence to sentence across
paragraphs?
Are entities tracked through appropriate
cohesive resources (eg. reference,
substitution, repetition and ellipsis)?
Is information referred to in m ore
abstract terms in topic sentences and
expanded in more concrete terms in
subsequent sentences of the
paragraph?
rd
4. Are 1 and 3 person pronouns used
appropriately?
5. Are sources referenced according to
discipline specifications (eg. MLA)?
Do choices of Theme reflect the topic focus
of the sentence?
Is grammatical metaphor used to rework
processes, qualities and logical relations as
abstract entities and relationships? (eg.
logical relations as verbs rather than
conjunctions; processes as nouns rather
than verbs)
Are articles used appropriately?
Does punctuation assist information
structure?
2.1: How far can genre take us?
point
findings
Ph
Microphase
Relationship Text
Signal
identify
The Appraisal system which is most heavily
drawn on in Text 1 is GRADUATION.
Realisation
cause
GRADUATION is achieved primarily through
infusion of material processes
Example
exemplify
eg the ceiling sagged; lashing out at them;
lunging for the steering wheel).
Effect
cause
These values work across the text to increase
the intensity of ATTITUDE
cause
and to flag evaluative meanings.
Cited
support
typify
According to Martin & Rose (2005:40),
GRADUATION is typical of plot driven
narrative genres
Effect
cause
and leads the reader’s emotions through a
seesaw of problems and reactions.
Effect
cause
Through amplifying the activities, the writer
builds tension and contributes to the dramatic
effect of the text.
Remove ‘use’
2.2: The place of phase in the model
genre
phase
discourse semantics
lexicogrammar
phonology
18
Some issues 3
Joint Construction
i. How to operationalise a model
designed in primary school contexts
in an academic literacy environment
ii. How to ‘do’ joint construction online
iii. How and whether to design Joint
Construction in terms of macrogeneric stages and phases
3.1 Operationalising Joint Construction
Sydney School genre pedagogy
Rothery & Stenglin 1995
Sydney School Teaching Learning Cycle
• guided reading and note-taking
• model annotated texts with notes
• deconstruction activities
• guided reading/note-taking
• jointly writing the target
genre
Teacher: Let’s get going. Before we start working on our
English wording we need to make clear what the
purpose of an introduction is in this type of text.
Anyone like to summarize that for us? You are
welcome to check your notes
Mary
Hihi
Lee:
Teacher:
Karman:
Teacher:
Zelda:
Teacher:
Zelda? have a go! No problem with mistakes here. This
is not a test.
A brief general idea of the whole text
Great!
to introduce what we are going to discuss in the text, like
the type of languages that we are focusing on
Great!
3.2 Joint Construction online
Acrobat Connect Professional
- notes
- chat room (for
interacting)
- white board (for
scribing)
3.3:
Designing Joint Construction (?)
Theoretical home
solidarity
tenor
power
negotiation
appraisal
involvement
?
discourse
semantics
Exchange
move
Generic
structure
Joint Construction
Scaffolding students into writing a target text
Stage
Bridging
Phase
Recap field
Create
Recap genre Reflect
Manoeuvre -
Text
Negotiation
Angle
Seine
Reserve
Mould
Metapraise
Lead
Review
Edit
Reflect
-
Angle
(teacher seeks a single and particular contribution from
students to get them to produce some text for scribing)
Manoeuvre
Move Speaker
Dialogue
Angle
Dk1 Teacher: So who can try to make a sentence
for me that connects urbanisation
with health issues, and which
introduces us to positive and
negative consequences, or
something like that?
K2
Student: Ah ‘a host of, ah, health needs can
provide to the people in the cities’.
Teacher: Ok
K1
Seine
(teacher seeks a variety of options from students - good for helping
students to avoid plagiarism!)
Manoeuvre Move Speaker
Seine
K1
Dialogue
Teacher: So we need a verb that’s got an
arrow.
Dk1
What are our choices?
‘creates’
K2
Student:
K1
Teacher: ‘creates’. Wonderful
K2
Student:
K1
Teacher: Oh ‘contributes to’! Excellent
K2
Student:
K1
Teacher: Yes
K2
Student:
K1
Teacher: ‘Resulting’. Ok
‘contributes to’
‘causes’
‘resulting’
Reserve
(teacher wants to keep the student’s contribution for later use)
Manoeuvre Move Speaker
Angle
Reserve
Dialogue
Dk1
Teacher: Can you give me a more general sentence?
K2
Student:
K1
Teacher: That’s great
‘On the one hand people suffer from ah
health problems because of urbanisation.
K1 1 Teacher: But I’m going to leave a space
+2
and I want you to hold that sentence.
1
x2
We’ll come back to that
when we’re dealing with the negatives
Mould (clause constituent level - Theme/Rheme)
(teacher amends the student’s contribution)
Manoeuvre Move Speaker
Angle
Mould
Dialogue
Dk1
Teacher: Who can give me a topic sentence for this
paragraph?
K2
Student:
K1
Teacher: Okay
‘Speaking about participants, we can see
that school kid and teacher are used the
most often’.
K1 1 Teacher: But let’s get rid of the ‘we can see’,
x2
because we've given part of the front of the
clause there to ‘we can see’.
K1 1
+2
You can forget the 'we can see’
and just go straight to what you want to say.
Mould (grammatical error)
(teacher amends the student’s contribution)
Manoeuvre Move Speaker
Angle
Mould
Dialogue
Dk1
Teacher: So who can try to make a sentence for me
that connects urbanisation with health
issues, and which introduces us to positive
and negative consequences, or something
like that?
K2
Student:
K1
Teacher: Ok.
K1
Teacher: But I’ll write ‘A host of health needs can be
provided to people in cities’.
Ah ‘a host of, ah, health needs can provide
to the people in the cities’.
Metapraise
(teacher reflects on language choices)
Manoeuvre
Move Speaker
Seine
K1
Dk1
K2
K1
Metapraise
Dialogue
Teacher: So we need a verb that’s got an arrow, that
has an effect on something.
What are our choices?
Student: ‘creates’
Teacher: ‘creates’. Wonderful…..
K1 1 Teacher: ‘creates’ is good
x2
because it’s got a dynamic sense, hasn’t it?
K1 1
x2
It’s got action in it as well as being an arrow.
So you get a sense of urbanisation being
active in the problem and the solution
Lead
(teacher prompts students when they can’t deliver)
Manoeuvre
Move Speaker
Dialogue
Angle
Dk1
So can anyone suggest a sentence here?
Teacher:
Students: SILENCE
Lead
Dk1
Teacher:
How about we start with the word
‘transitivity’?
Students: SILENCE
Lead
Dk1
Teacher:
How about we start with the words
‘transitivity selections’ or ‘choices’?
K2
Student:
‘Transitivity selections tell us about the
activity sequences and taxonomies that
make up the field of education’.
K1
Teacher:
Beautiful!
prompt
fish
+Lead
-
+Angle
net
value
+Metappraise
manoeuvre
hold
+Reserve
revise
+Mould
-
+Seine; Angle
- Seine
prompt
fish
+Lead
-
+Angle
net
value
+Metappraise
manoeuvre
hold
+Reserve
revise
+Mould
-
+Seine; Angle
- Seine
... and thus three systems of
discourse semantic valeur
related by constituency...
MEDIATION
NEGOTIATION
SPEECH
FUNCTION