Transcript Grammar and EAP Workshop (PowerPoint Slides)

Developing academic literacy
and grammatical accuracy
through text deconstruction
Centre for English Language Communication Workshop
Laetitia MONBEC and Mark BROOKE
Developing academic literacy and grammatical accuracy through text
deconstruction
• SFL and genre-based pedagogy. Functional Grammar versus
traditional grammar
• Text analysis: rationale
• Text analysis for lower levels
o Common academic features and the table of instantiation
o Implementation over a semester-long course
o Observations and link to accuracy work
o Focus on Individual features: clause complex analysis and cohesion
• Text analysis for higher levels
o Stance and authorial endorsement
o Cohesion in texts
SFL theory and pedagogy in the classroom
Professional
learning program
Planning,
implementing and
evaluating the
Reading to Learn
strategies require
high level skills in
both classroom
teaching and text
analysis.
Stage 2
Stage 1 Building
Deconstructing the
text
the context
Texts
Stage 4
Independent
construction of
the text
Stage 3
Joint construction
http://www.readingtolearn.com.au/index.php?option=com_content&view=article&id=3&Itemid=22
Field: experiential meaning
How the grammar conveys information about a
topic -choices of nouns, verbs, adjectives and
adverbs.
Tenor: interpersonal meaning
How the grammar positions
interactants, expresses
interrelationships, attitudes,
feelings – choices of mood,
pronouns, modals, adjectives.
Mode: textual meaning
How the grammar
contributes to text
organization. Choices of
words starting sentences,
pronouns and linking
words.
TEXTS SIMULTANEOUSLY perform 3 meta-functions construing 3 types of meaning
Traditional Grammar
Functional Grammar
Sentence focus
Text & beyond focus
Bottom up: grammar syllabus organised by levels of
language, from words to word groups to sentences to
texts.
Top down
‘Experiential’ focus
Trinocular description: experiential, interpersonal &
textual
Rules/ ‘musts’/ right or wrong
‘Value’ of choices for meaning-making
Social context not important; sentences are things to
manipulate; easy-to-teach structures are learnt one by
one in isolation; errors are the main focus.
Grammar describes & explains how people use
language with other people, so many structures used
in valued TEXTS are learnt together.
Grammar has nothing to do with society or social
justice (invisible pedagogy, Bernstein (1975)).
Grammatical analyses of texts show how meaning is
made, including socially valued and socially unjust
meanings (visible pedagogy, Bernstein (1975)).
Developing academic literacy and grammatical accuracy
through text deconstruction
• SFL and genre-based pedagogy. Functional Grammar versus
traditional grammar
• Text analysis: rationale
• Text analysis for lower levels
o Common academic features and the table of instantiation
o Implementation over a semester-long course
o Observations and link to accuracy work
o Focus on Individual features: clause complex analysis and cohesion
• Text analysis for higher levels
o Stance and authorial endorsement
o Cohesion in texts
Rationale for Text Analysis
1) Recognition  production
Stage 2
Deconstructing
the text
“The crucial skills that language learners
actually need are to recognise categories of
language patterns at each level as they read
texts … and to use these language patterns
flexibly in their writing.” Martin and Rose (2007)
2) Students mine texts for specific features  language is
contextualised (≠ isolated, out of context language items)
“From a linguistic perspective, the issue here is the instantiation of language systems in
texts; that is, each text is an instance of the entire language system, and each language
feature in a text is an instance of one of the options in the language system.” Martin and
Rose (2007)
Rationale for Text Analysis (ii)
3) Modeling correct instances (≠ Grammar=rules
rules are broken  error-led syllabus)
“(Students’) attention will be on doing something
intentionally with these features rather than avoiding
problems.” S. Bernhardt (1986)
Developing academic literacy and grammatical accuracy
through text deconstruction
• SFL and genre-based pedagogy. Functional Grammar versus
traditional grammar
• Text analysis: rationale
• Text analysis for lower levels
o Common academic features and the table of instantiation
o Implementation over a semester-long course
o Observations and link to accuracy work
o Focus on Individual features: clause complex analysis and cohesion
• Text analysis for higher levels
o Stance and authorial endorsement
o Cohesion in texts
Text analysis for
lower level learners:
table of instantiation
Function
Feature
To express complex thoughts and
their logical links.
1. Sentence structure (complex)
Sentences including subordinate clauses
(adverbial, relative, participle, noun clauses)
To refer to/comment on sources.
2. Reporting structures/verbs
The research report concludes [that + SV]
(Note the noun clause after the reporting verb
As Jones (2010) argues,…
According to Zhang (2009), …
3. Hedging/Modality
Modals: may, might , could
Adverbs: perhaps, probably
Quantifiers: some
Verbs: appear to + V/ seem to + V/ tend to + V
Other expressions : x is likely to + V/ there’s a
tendency for x to + V
4. Impersonal structures and the passive voice
It is often believed that…
There is growing evidence that …
This result is often achieved …
5. Complex noun phrases (headnoun)
Continued exposure to such chemicals can lead to
reduced functioning of the auto-immune system
To show caution and tentativeness
when presenting arguments.
To create a less personal or
emotional tone.
Students’ needs as new
members of the academic
discourse community.
Other influential readings, e.g.
Hinkel (2004), Johns (1997),
Collins & Hollo (2010), Bloor
and Bloor (1995), Eggins
(2004)…
To discuss abstract concepts in
precise and economical ways.
To create texts that flow logically
and are easy for a reader to follow
(coherence and cohesion)
Field
Tenor
Field
6. Cohesive features
Lexical chains (synonyms and substitution words):
Hong Kong the SAR  The territory the city.
Lexical sets (related words): computer components,
printers, CPUs, memory chips, high tech equipment.
General nouns (used to structure a text): problems,
causes effect, impact, reasons, issue…
Referencing (pronouns and other words)
Shopping centres they such places
Ellipsis (eliminating words) One solution is to..Another
[x] is to…
Linkers: however, as a result, although…
Mode
Example from the
text
Implementation in an EAP course
• Consolidation: Alternating text analysis with focus
on individual features
• Applied to both readings and students’ writing
(good samples, self-evaluation and peer
feedback)
EAP Semester
• Focus on interaction  Activity is conducted
in groups  Whole class feedback with
annotated text on screen
Text analysis
Individual
feature
Text analysis
Individual
feature
Activities using the table
Reading: With a text already seen for comprehension.
• Table on A3 tacked on walls. Groups complete analysis, then compare with other
groups. Findings up on IVLE. Various interaction patterns and groupings possible.
• Race: Put headings on boards, give a different coloured marker pen to each team.
Sts go to board to write an item under each category (can’t repeat an item already
there).
• Google Docs to complete as a race (?)
• One text on w/b/data projector: teams responsible for one specific feature.
Highlight them in text/present findings.
• One feature in depth over a whole text (especially useful for ‘cohesion’)
Writing: students can conduct same activity for their own writing (useful for self and
peer feedback)
• with good student samples/model essays: What makes this a good academic essay?
HW or IL activity: complete table for a given text (good way to revise)
Task
• In groups, mine the text for the features listed in the instantiation
table. Write the example and the line number. After a few minutes,
circulate to see what other groups have found.
(1) As Isenberg and Jalongo (1993) point out, early childhood teachers have as great a responsibility to foster the creative development of
young children as they do to foster their physical, social and emotional well-being. This perception reinforces that of Wright (1991), whose
studies unambiguously favour a move away from the concept of a ‘natural unfolding’ or non-interventionist approach to creative
development in early childhood, towards a ‘guided learning’ approach where the carer or teacher actively facilitates this development through
(5) every aspect of the early childhood institutional setting. There can be no doubt that such an approach has far-reaching implications for
teachers and carers.
Firstly, as Isenberg and Jalongo clearly demonstrate (1993, p.255), the physical environment around children has a powerful influence on the
quality of learning experiences generally. The findings from their studies consistently suggest that specifics such as colour schemes, floor
surfaces and ceiling heights should be imaginatively used to create intimate or open spaces. Greenman’s research (1988, p.107) proposes that
(10)strategies varying natural and reflected light are beneficial in sensitising children to the aesthetics of their environment – a view which is
strongly supported by Feeney, Christianson and Moravick (1991), who studied models of lighting suitable to a enjoyment of a variety of
creative experiences including drama, music movement and visual art. The safe and effective division of large open areas into smaller, cosier
and more functional spaces, using dividers or furniture arrangements, has also been shown to be advantageous to children’s appreciation of
their environment (Greenman 1988, p.111).
(15) Secondly, extensive research into time management confirms that young children require long, uninterrupted periods of time to fully
explore the possibilities of the arts media (Feeney, Christianson and Moravick, p.292). Although it is generally accepted that exposure to a
variety of play activities significantly develops children’s overall skill pool, Greenman ‘s 1988 studies provide strong evidence that too much
of this can ‘deprive children…of the security that comes with predictable routines’ (p.84)…
Although it might be argued that much of the above is already entrenched in ‘good practice’ childcare centres, recent evidence would appear
(20) to support findings to the contrary (Jackson 2001, Martins 2000). These studies suggest that a high degree of attachment to the previous
‘laissez-faire’ approach to young children’s creative development remains amongst early childhood educators…and they recommend
extensive changes to teacher and carer training.
Observations
• A lot of interaction (around language)
• A challenging activity where students’ contributions are valued
• Collaboration between teacher and students
• Building a shared metalanguage and shared knowledge => useful
throughout semester (with new texts, in consultation, in peer
feedback…)
• Empowering students with noticing habit/ Confidence and
independence building
Link with accuracy work
• Analytical work provides a framework that helps talk about and
explain errors.
• It also raises students’ awareness of their own errors and encourages
them to notice where their weaknesses are.
Feature
Common error (CELC)
Clause complex
Sentence structure errors, clauses, run-on,
fragments, dangling modifiers and participles
Cohesion
Pronoun reference
Verb tenses
Noun phrases
Subject verb agreement (with headnoun)
Determiners/Articles
Developing academic literacy and grammatical accuracy through
text deconstruction
• SFL and genre-based pedagogy. Functional Grammar versus
traditional grammar
• Text analysis: rationale
• Text analysis for lower levels
o Common academic features and the table of instantiation
o Implementation over a semester-long course
o Observations and link to accuracy work
o Focus on Individual features: clause complex analysis and cohesion
• Text analysis for higher levels
o Stance and authorial endorsement
o Cohesion in texts
Clause complex: the grammar of logical meaning
Complex sentences to express subtle meanings (Anderson & Davidson,
1988)
Difficult to articulate a whole assignment using only simple or compound
sentences. (Hinkel, 2004; Hamp-Lyons, 1991b)
Being able to analyse clause complex is useful to understand the
“structural resources to construe logical connections” (Eggins, 2004,
p.256)
Sentence analysis/diagramming
 Flat tree analysis simplified (Collins and Hollo, 2010)
Instructions:
1) Highlight the main verb
2) Find the subject group
3) Identify any other clauses
Brief description of the main subordinate
clauses used in Academic English:
-Adverbial clauses (although…)
-Relative clauses (which, that, who…)
-Noun clauses (‘that’ after reporting verbs)
-Participle clauses (ing/ed)
Firstly, (as Isenberg and Jalongo clearly demonstrate,)
the physical environment around children has a powerful
influence on the quality of learning experiences generally.
Instructions:
1) Highlight the main verb
2) Find the subject group
3) Identify any other clauses
(Although it might be argued[that much of the above is already
entrenched in ‘good practice’ childcare centres,)] recent evidence would
appear to support findings to the contrary.
Comments and observations
• Student feedback is positive
• Students 'sentences become more complex
• Giving a sense of confidence to students: ‘behind-the-scene’ view
• Building a metalanguage to use in class
• Choose your sentences well
• Focus is on analyzing the choices writers make, not on right answer.
• Focus on what you can recognise, not the parts you cannot analyse.
Developing academic literacy and grammatical accuracy
through text deconstruction
• SFL and genre-based pedagogy. Functional Grammar versus
traditional grammar
• Text analysis: rationale
• Text analysis for lower levels
o Common academic features and the table of instantiation
o Implementation over a semester-long course
o Observations and link to accuracy work
o Focus on Individual features: clause complex analysis and cohesion
• Text analysis for higher levels
o Stance and authorial endorsement
o Cohesion in texts
Focus on text cohesion
Cohesion in English (Halliday and Hasan: 1976) .
Lexical chains :the various ways the same ‘item’ is Hong Kong  the SAR  the territory  the city
mentioned in the text (noun, synonym, pronoun,
substitution…)
Lexical sets (related words):
Synonyms, antonyms; hypernyms; meronyms
(part-whole)
computer components, printers, CPUs, memory chips, high tech
equipment.
General nouns are used to structure a text.
problems, causes effect, impact, reasons, issue…
Substitution (one/ ones, some, any, do/did)
Marketing experts found more problems with the survey than
respondent did.
Referencing (pronouns and other words)
Anaphoric, cataphoric, exophoric
The, he, we, it, this & that, these & those
Ellipsis (eliminating words)
One solution is to..Another [x] is to…
Linkers: Adjuncts and conjunctions signal textual
relations.
Additive/Causal/Consequential/Temporal/
Adversative
Also, and, furthermore/but, however, yet, though,
although/because, so therefore/while, then, next, until, when…
General nouns
• Also called summarizing nouns, shell nouns..
• Ex: (this) reason, (these) issues, ..factors, evidence, purpose,
situation, problems, arguments, consequence, discussion, value,
version, proposal, examples, questions, ideas, opinion, cause, effect
choice, claim…
• Help structure a text and guide the reader.
Announce something that will follow in the text: ‘Many factors affect
how a person measures…”
Refer back to a more detailed idea/phrase that came before: That
process took most of the year to complete.
• (1) FROM Toronto to Wroclaw, London to Rome, pupils and teachers
have been returning to the classroom after their summer break. But
this September schools themselves are caught up in a global battle of
ideas. In many countries education is at the forefront of political
debate, and reformers desperate to improve their national
performance are drawing examples of good practice from all over the
world.
Tells the reader about
the content of the text.
Send to paragraph 4-9
Sends to part
2 of the text
(after par. 9)
1) Guided analysis
In paragraph 1, find:
A lexical set
2 lexical chains
General nouns
• Abstract of revolution in our Schools from The Economist Newspaper Limited, London 917/09/2011). The whole text is
available at: http://www.economist.com/node/21529014
• (4) Above all, though, there has been a change in the quality of the
debate. In particular, what might be called “the three great excuses”
for bad schools have receded in importance. Teachers’ unions have
long maintained that failures in Western education could be blamed
on skimpy government spending, social class and cultures that did not
value education. All these make a difference, but they do not
determine outcomes by themselves.
Factors/the 3
bad excuses
Culture is certainly a
factor.
Many insist, though, that social
The idea that good schooling isclass makes a difference…
about spending money…
In paragraph 4, find:
2 general nouns. What do they refer to/prepare the reader for?
An ellipsis towards the end of the paragraph. What’s missing?
A pronoun reference (end of paragraph)
Developing academic literacy and grammatical accuracy through
text deconstruction
• SFL and genre-based pedagogy. Functional Grammar versus
traditional grammar
• Text analysis: rationale
• Text analysis for lower levels
o Common academic features and the table of instantiation
o Implementation over a semester-long course
o Observations and link to accuracy work
o Focus on Individual features: clause complex analysis and cohesion
• Text analysis for higher levels
o Stance and authorial endorsement
o Cohesion in texts
Activities for
higher level learners
Function
Feature
To express complex thoughts and
their logical links.
1. Sentence structure (complex)
Sentences including subordinate clauses
(adverbial, relative, participle, noun clauses)
2. Reporting structures/verbs
The research report concludes [that + SV]
(Note the noun clause after the reporting verb
As Jones (2010) argues,…
According to Zhang (2009), …
3. Hedging/Modality
Modals: may, might , could
Adverbs: perhaps, probably
Quantifiers: some
Verbs: appear to + V/ seem to + V/ tend to + V
Other expressions : x is likely to + V/ there’s a
tendency for x to + V
4. Impersonal structures and the passive voice
It is often believed that…
There is growing evidence that …
This result is often achieved …
5. Complex noun phrases (headnoun)
Continued exposure to such chemicals can lead to
reduced functioning of the auto-immune system
6. Cohesive features
Lexical chains (synonyms and substitution words):
Hong Kong the SAR  The territory the city.
Lexical sets (related words): computer
components, printers, CPUs, memory chips, high
tech equipment.
General nouns (used to structure a text):
problems, causes effect, impact, reasons, issue…
Referencing (pronouns and other words)
Shopping centres they such places
Ellipsis (eliminating words) One solution is
to..Another [x] is to…
Linkers: however, as a result, although…
To refer to/comment on sources.
To show caution and tentativeness
when presenting arguments.
Stance (authorial endorsement):
interpersonal meaning
To create a less personal or
emotional tone.
To discuss abstract concepts in
precise and economical ways.
Coherence: textual meaning
To create texts that flow logically
and are easy for a reader to follow
(coherence and cohesion)
Example from
the text
Authorial endorsement & Disendorsement
• Feeney, Christianson and Moravick’s (1991) extensive research into
time management confirms that young children require long,
uninterrupted periods of time to fully explore the possibilities of the
arts media.
• Savulescu (2004) claims that controlled use of performance
enhancing drugs should be permitted.
Authorial Endorsement
Strong alignment/ endorsement with propositions
Strong endorsement
Moderate endorsement
Some endorsement
No or little
endorsement:
Strong distance from propositions
His research goes some way to supporting the
evidence provided by Beal (2004).
Coakley’s (2010) views on positive deviance in
sport convincingly substantiate earlier studies
from Durkheim and Merton.
His research does not substantiate earlier
studies on performance enhancement in sport.
While his research tends to provide some support
to previous studies (Coakley, 2010), this view is
open to challenge (Anderson, 2010).
Authorial endorsement
Evaluative verbs
Passive constructions
Adjectives
Nouns
Concessive clauses
Adverbs
Strong alignment/
endorsement with
propositions
Validate, claim, purport, contend, allege
This is clearly espoused by…
Convincing, attainable, plausible
Likelihood, prospect, potential, conjecture
Although Coakley claims that… ,
While his argument is effective,
(It is probably true / likely/ that Coakley’s claims are debatable. ...)
(1) As Isenberg and Jalongo (1993) point out, early childhood teachers have as great a responsibility to foster the creative development of
young children as they do to foster their physical, social and emotional well-being. This perception reinforces that of Wright (1991), whose
studies unambiguously favour a move away from the concept of a ‘natural unfolding’ or non-interventionist approach to creative
development in early childhood, towards a ‘guided learning’ approach where the carer or teacher actively facilitates this development through
Evaluative verbs (validate, claim, purport, contend, allege)
every aspect (5) of the early childhood institutional setting. There can be no doubt that such an approach has far-reaching implications for
teachers and carers.
Adverbs (It is probably true that Coakley’s claims are debatable. ...)
Firstly, as Isenberg and Jalongo clearly demonstrate (1993, p.255), the physical environment around children has a powerful influence on the
quality of learning experiences generally. The findings from their studies consistently suggest that specifics such as colour schemes, floor
surfaces Passive
and ceiling heights
should be imaginatively
used to
create intimateby).
or open spaces. Greenman’s research (1988, p.107) proposes that
constructions:
(is clearly
supported
(10)strategies varying natural and reflected light are beneficial in sensitising children to the aesthetics of their environment – a view which is
strongly supported by Feeney, Christianson and Moravick (1991), who studied models of lighting suitable to a enjoyment of a variety of
Adjectives (possible, probable).
creative experiences including drama, music movement and visual art. The safe and effective division of large open areas into smaller, cosier
and more functional spaces, using dividers or furniture arrangements, has also been shown to be advantageous to children’s appreciation of
their environment
1988, p.111).
Nouns(Greenman
(likelihood,
possibility, potential).
(15) Secondly, extensive research into time management confirms that young children require long, uninterrupted periods of time to fully
explore the
possibilities ofclauses
the arts media
(Feeney, Christianson
Concessive
(although,
while). and Moravick, p.292). Although it is generally accepted that exposure to a
variety of play activities significantly develops children’s overall skill pool, Greenman ‘s 1988 studies provide strong evidence that too much
of this can ‘deprive children…of the security that comes with predictable routines’ (p.84)…
Although it might be argued that much of the above is already entrenched in ‘good practice’ childcare centres, recent evidence would appear
(20) to support findings to the contrary (Jackson 2001, Martins 2000). These studies suggest that a high degree of attachment to the previous
‘laissez-faire’ approach to young children’s creative development remains amongst early childhood educators…and they recommend
extensive changes to teacher and carer training.
• (1) As Isenberg and Jalongo (1993) point out, early childhood teachers have as great a responsibility to foster the creative
development of young children as they do to foster their physical, social and emotional well-being. This perception
reinforces that of Wright (1991), whose studies unambiguously favour a move away from the concept of a ‘natural
unfolding’ or non-interventionist approach to creative development in early childhood, towards a ‘guided learning’
approach where the carer or teacher actively facilitates this development through every aspect (5) of the early childhood
institutional setting. There can be no doubt that such an approach has far-reaching implications for teachers and carers.
• Firstly, as Isenberg and Jalongo clearly demonstrate (1993, p.255), the physical environment around children has a powerful
influence on the quality of learning experiences generally. The findings from their studies consistently suggest that specifics
such as colour schemes, floor surfaces and ceiling heights should be imaginatively used to create intimate or open spaces.
Greenman’s research (1988, p.107) proposes that (10)strategies varying natural and reflected light are beneficial in
sensitising children to the aesthetics of their environment – a view which is strongly supported by Feeney, Christianson and
Moravick (1991), who studied models of lighting suitable to a enjoyment of a variety of creative experiences including
drama, music movement and visual art. The safe and effective division of large open areas into smaller, cosier and more
functional spaces, using dividers or furniture arrangements, has also been shown to be advantageous to children’s
appreciation of their environment (Greenman 1988, p.111).
• (15) Secondly, extensive research into time management confirms that young children require long, uninterrupted periods
of time to fully explore the possibilities of the arts media (Feeney, Christianson and Moravick, p.292). Although it is
generally accepted that exposure to a variety of play activities significantly develops children’s overall skill pool, Greenman
‘s 1988 studies provide strong evidence that too much of this can ‘deprive children…of the security that comes with
predictable routines’ (p.84)…
• Although it might be argued that much of the above is already entrenched in ‘good practice’ childcare centres, recent
evidence would appear (20) to support findings to the contrary (Jackson 2001, Martins 2000). These studies suggest that a
high degree of attachment to the previous ‘laissez-faire’ approach to young children’s creative development remains
amongst early childhood educators…and they recommend extensive changes to teacher and carer training.
Heteroglossia
CONTRACTION
Characteristics
DENY
DISCLAIM
COUNTER
ENTERTAINING
EXPANSION
ACKNOWLEDGING
DISTANCING
CONCUR
PROCLAIM
PRONOUNCE
ENDORSEMENT
Heteroglossia
Endorsement
Neutral: X states
Indicated: X clearly demonstrates
Disendorsement X claims
Personalization
Identification
Intertextuality
Source type
Specification
Grouping
Textual integration
Institutional: WHO holds that…
Impersonal: The study of East Germans demonstrates
A prominent researcher
Jones (2010)…
Specific: The athletes who have tested positive…
Generic: Athletes who test positive…
Aggregation: 40 % of athletes said that they had taken PEDs
Collective: Athletes state that
Association: Both WADA and the IOC have sworn to eradicate
PEDs from sport.
Inserted: X stated that “the dominant mode of sport was based on a
power and performance model”.
Assimilated: X stated that violent struggle rather than well-being was
often portrayed as the hegemonic force in elite sports.
Coherence
THEME/ topic
• The ‘launch pad’
(Thornbury, 2005: 38).
• Start of the discourse =
the ‘point of departure’
(Halliday, 1985: 38).
RHEME/ comment
• What is considered ‘newsworthy’ (Halliday, 1985:
38) about the topic.
• Rheme is very important in that it tends to carry
the most salient information in the clause.
• In English, there is a tendency to put new
information in the latter part of the clause. This is
called: ‘End-weight’ (Thornbury, 2005: 39).
• The ancient Egyptians buried their pharaohs in
tombs called pyramids.
Theme is the ‘peg on which the message is
hung.’ (Halliday, 1985; 38)
My friend, John
He is a farmer. He told me that being a farmer is a good job. It means a lot of
hard work but it is very rewarding. He told me he likes sea fishing. He gave me
two main reasons. The first is the excitement of the hunt. The second is the
delicious fish.
He is a farmer.
He told me he likes sea fishing. He gave me two
main reasons.
He told me that being a farmer is a good job.
The first is the excitement of the hunt.
It means a lot of hard work
but it is very rewarding
The second is the delicious fish.
Thematic progression
• Firstly, as Isenberg and Jalongo clearly demonstrate (1993, p.255), the
physical environment around children (theme 1) has a powerful influence
on the quality of learning experiences generally (rheme 1). The findings
from their studies consistently suggest that specifics such as colour
schemes, floor surfaces and ceiling heights (theme 2) should be
imaginatively used to create intimate or open spaces (rheme 2).
Greenman’s research (1988, p.107) proposes that strategies varying natural
and reflected light (….) are beneficial in sensitising children to the
aesthetics of their environment – a view which is strongly supported by
Feeney, Christianson and Moravick (1991), who studied models of lighting
suitable to an enjoyment of a variety of creative experiences including
drama, music movement and visual art (….). The safe and effective division
of large open areas into smaller, cosier and more functional spaces, using
dividers or furniture arrangements (….), has also been shown to be
advantageous to children’s appreciation of their environment (…)
(Greenman 1988, p.111).
Theme and thematic progression
Theme 1
Rheme 1
Theme 2
Split rheme
Theme 3
Rheme 3
is not clearly
signposted as
open spaces
proposition
Theme 4
not signposted clearly
Rheme 3 & 4 are
linked (unusual in
English).
Rheme 4 is used to (dubiously) refer
back to Theme 1 to round up
(environment).
Rheme 4
Adding a theme and rheme and sum
up is required.
• Firstly, as Isenberg and Jalongo clearly demonstrate (1993, p.255), the physical
environment around children (theme 1) has a powerful influence on the quality of
learning experiences generally (rheme 1). The findings from their studies consistently
suggest that specifics such as colour schemes, floor surfaces and ceiling heights
(theme 2) should be imaginatively used to create intimate or open spaces (rheme 2).
Greenman’s research (1988, p.107) proposes that strategies varying natural and
reflected light (….) are beneficial in sensitising children to the aesthetics of their
environment – a view which is strongly supported by Feeney, Christianson and
Moravick (1991), who studied models of lighting suitable to an enjoyment of a variety
of creative experiences including drama, music movement and visual art (….). The
safe and effective division of large open areas into smaller, cosier and more functional
spaces, using dividers or furniture arrangements (….), has also been shown to be
advantageous to children’s appreciation of their environment (…) (Greenman 1988,
p.111).
Simple rewriting
Firstly, as Isenberg and Jalongo clearly demonstrate (1993, p.255), the physical environment
around children (theme 1) has a powerful influence on the quality of learning experiences
generally (rheme 1). The findings from their studies consistently suggest that specifics such as
colour schemes, floor surfaces and ceiling heights (theme 2) should be imaginatively used to
create intimate or open spaces (rheme 2). Greenman’s research (1988, p.107) proposes that
strategies exploiting these three phenomenon to vary natural and reflected light in open spaces
(theme 3) are beneficial in sensitising children to the aesthetics of their environment (rheme 3).
This (theme 4) is also strongly supported by Feeney, Christianson and Moravick (1991), who
studied models of lighting in open spaces suitable to an enjoyment of a variety of creative
experiences including drama, music movement and visual art (rheme 4). The safe and effective
division of large open areas into smaller, cosier and more functional spaces, using dividers or
furniture arrangements (theme 5) has also been shown to be advantageous to children’s
appreciation of their environment (Greenman 1988, p.111) (rheme 5). For example, Isenberg
and Jalongo (1993) clearly demonstrate that quiet, intimate areas for extensive reading
(theme 6) can be more beneficial than open spaces (rheme 6). To sum up, the research
conducted has clearly demonstrated that these changes to the environment , particularly with
regard to the imaginative use of open or intimate spaces, (theme 7) can substantially improve
children’s learning experiences (rheme 7).
Theme and thematic progression
T3 makes
‘open
spaces’
explicit
T4 & R4
added to
reduce
noun
phrase.
Theme 1
Rheme 1
T1 & R1 permeate throughout text
Theme 2
Rheme 2
Split rheme more effectively signposted
Theme 3
Rheme 3
Theme 4
Theme 5
T6 & R6
added to
provide
balance in
evidence
used.
Theme 6
Theme 7
Rheme 4
Notice here the break between R4 & T5 to
retrieve split rheme 2
Rheme 5
Notice here how R6 closes split
rheme.
Rheme 6
Rheme 7
Notice here the break between R6 & T7 to set up
rounding off.
Texture/ textuality
Sinclair (1994: 15):
‘The text, at any particular time carries with it everything
that a competent reader needs in order to understand
the current state of the text.’
Balancing sources
Firstly, as Isenberg and Jalongo clearly demonstrate (1993, p.255)
The findings from their studies consistently suggest that SPLIT RHEME: open and intimate spaces
Greenman’s research (1988, p.107)
Feeney, Christianson and Moravick (1991)
Greenman (1988, p.111)
Isenberg and Jalongo (1993)
Using endorsement
for textual meaning
Conclusion and questions
Theoretically-informed activities based on whole texts, authentic
language.
Focus on writers’ choices rather than rules.
An approach adapted to various proficiency levels.
Positive feedback and effectiveness.
Issues of theory into practice; levels of knowledge and role of the
teacher
Assessment Alignment.
One theory for one Language centre?
•
Bernhardt, S. B. (1986) Applying a functional model of language in the writing classroom. In B. Couture (ed) Functional
Approaches to Writing: research perspectives. Frances Pinter Publishers: London. 186-196
• Bloor, T., & Bloor. M. (2003). The functional analysis of English: A Hallidayan approach. London: Arnold.
• Christie, F., & Derewianka, B. (2008). School Discourse: Learning to write across the years of schooling. London; New York:
Continuum.
• Collins, P., & Hollo, C. (2010). English grammar :An introduction (2nd ed.). Basingstoke England: Palgrave Macmillan.
• Derewianka, B. (2003). Trends and Issues in Genre-Based Approaches. RELC Journal 2003; 34; 133
• Feez, S. (1998). Text-based Syllabus Design. Sydney: National Centre for Language Teaching and Research, Macquarie University.
• Guang Eng Ho, D. (2009). Systemic Text Analysis in the ESL Writing Classroom: Does it work? RELC Vol. 40 (3)
• Halliday, M.A.K & Hasan, R. (1976). Cohesion in English. London: Longman
• Hyland, K. & Hamp-Lyons, L. (2002). EAP: issues and directions. Journal of English for Academic Purposes, 1, 1,1-12
• Johns, A. M. (2002). Genre in the Classroom : Multiple Perspectives. Lawrence Erlbaum Associates, Inc.
• Martin, J.R. 1995a. 'Interpersonal Meaning, Persuasion, and Public Discourse: Packing Semiotic Punch', Australian Journal of
Linguistics 15: 3-67.
• Martin, J.R. 1995b. 'Reading Positions/Positioning Readers: JUDGEMENT in English', Prospect: a Journal of Australian TESOL 10 (2):
27-37.
• Martin, J.R. 2000. 'Beyond Exchange: APPRAISAL Systems in English', in Evaluation in Text, Hunston, S. & Thompson, G. (eds),
Oxford, Oxford University Press.
• Martin, J. R. & Rose, D. (2005). Designing literacy pedagogy: scaffolding asymmetries.
In R. Hasan, C.M.I.M. Matthiessen and J. Webster (eds.) Continuing Discourse on
Language. London: Equinox, 251280
• Martin, J. R. & Rose, D. (2007). Working with Discourse: meaning beyond the clause.
London: Continuum (1st edition 2003)
• Martin, J. R. & Rose, D. (2007b). Interacting with text: the roles of Dialogue in Learning
to Read and Write, Foreign Languages in China. 4 (5): 66-80
• Paltridge, B. (2002). Genre, text types and the EAP classroom. In Ann Johns, (Ed.),
Genre in the classroom: multiple perspectives. Mahwah, NJ: Lawrence Erlbaum.
• Pang, T.T.T (2002). Textual Analysis and contextual awareness building: A comparison
of two approaches to teaching genre. In Ann Johns, (Ed.), Genre in the classroom:
multiple perspectives. Mahwah, NJ: Lawrence Erlbaum.
• Sinclair, J. McH. (1994). Trust the text. In M. Coulthard (Ed.), Advances in Written Text
Analysis (pp. 13-25). London: Routledge.
• Thornbury, S. (2005). Beyond the Sentence: Introducing Discourse Analysis.. Oxford:
Macmillan Education, 2005.