Reading Genre
A New Wave of Analysis
DOI:
https://doi.org/10.1558/lhs.v2i2.185Keywords:
Linguistics, ArticleAbstract
Genre based literacy pedagogy has been developed over 25 years, in what has become known as the Sydney School (Martin 2000). The initial motivation was to improve the academic success of marginalised school students by giving them explicit models to organise the genres they were expected to write. In the 1980s the research focus was on writing genres in the primary school, and in the 1990s on writing genres across the secondary school curriculum. A new generation of genre-based literacy pedagogy, known as Reading to Learn (Rose 2004, 2005b, 2007) is now focusing on teaching reading at all these levels. As reading texts in any curriculum are highly diverse, learners and teachers need a flexible set of tools for identifying how meanings unfold through them. While the writing pedagogy focused on highly predictable staging of genres, the reading pedagogy focuses on smaller phases of meaning within each stage, that are more variable, and sensitive to register variations such as a text’s field. Another wave of genre research is now identifying potential types of phases in various genres, as a basis for inform teaching of both reading and writing across academic curricula.
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Rose, D. (2001a) The Western Desert Code: an Australian cryptogrammar. Canberra: Pacific Linguistics.
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Rose, D. (2005a) Narrative and the origins of discourse: construing experience in stories around the world. Australian Review of Applied Linguistics Series S19: 151–173.
Rose, D. (2005b) Democratising the classroom: a literacy pedagogy for the new generation. Journal of Education (Durban: University of KwaZulu Natal) 37: 127-164. http:// www.ukzn.ac.za/joe/joe_issues.htm
Rose, D. (2007) A reading based model of schooling. Pesquisas em Discurso Pedagógico 4: 2. http://www.maxwell.lambda.ele.puc-rio.br
Rothery, J. (1990) Story writing in primary school: assessing narrative type genres. PhD thesis, University of Sydney.
Rothery, J. (1994) Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Silkstone, B. (1994) Australian Reptiles: lizards. Sydney: Longman Cheshire.
Unsworth, L. (ed.) (2000) Researching Language in Schools and Communities: functional linguistics approaches. London: Cassell.
Christie, F. (ed.) (1999) Pedagogy and the Shaping of Consciousness: linguistic and social processes. (Open Linguistics Series) London: Cassell.
Christie, F. and Martin, J. R. (eds) (1997) Genres and Institutions: social practices in the workplace and school. London: Cassell.
Cloran, C. (1999) Contexts for learning. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: linguistic and social processes 31–65. (Open Linguistics Series) London: Cassell.
Cope, W. and Kalantzis, M. (eds) (1993) The Powers of Literacy: a genre approach to teaching literacy. London: Falmer; Pittsburg: University of Pittsburg Press.
Corrigan, C. (1991) Changes and contrasts: VCE geography units 1 & 2. Milton, Qld: Jacaranda Press
Ebert, K. (1996) Kodava, Languages of the World. Munchen: Lincom Europa.
Eggins, S. and Slade, D. (1997) Analysing Casual Conversation. London: Cassell.
Greene, G. ([1955] 1973) The Quiet American. London: Heinemann.
Gregory, M. J. (1985) Towards communication linguistics: a framework. In J. Benson and W. Greaves (eds) Systemic Perspectives on Discourse. (Volume 1) Norwood: Ablex.
Gregory, M. J. and Malcolm, K. (1981) Generic situation and discourse phase: an approach to the analysis of children’s talk. (Mimeo) Glendon College of York University, Toronto.
Halliday, M. A. K. (1994) An Introduction to Functional Grammar. London: Arnold.
Hoey, M. (1983) On the Surface of Discourse. Boston: Allen and Unwin.
Ji, S. (2002) Identifying episode transitions. Journal of Pragmatics 34: 1257–1271.
Jordan, M. (1984) Rhetoric of everyday English texts. London: Allen and Unwin.
Jordens, C. (2002) Reading spoken stories for values: a discursive study of cancer survivors and their professional carers. PhD Thesis (Medicine), University of Sydney
Kinnear, J. and Martin, M. (2004) Biology 1: preliminary course. Milton, Qld: Jacaranda.
Labov, W. and Waletzky, J. (1967) Narrative analysis: oral versions of personal experience. In J. Helm (ed.) Essays on the Verbal and Visual Arts (Proceedings of the 1966 spring meeting of the American Ethnological Society) 12-44. Seattle: University of Washington Press.
Macken-Horarik, M. (1996) Construing the invisible: specialized literacy practices in junior secondary English. PhD thesis, University of Sydney.
Macken-Horarik, M. (2002) Something to shoot for: a systemic functional approach to teaching genre in secondary school science. In A. M. Johns (ed.) Genre in the Classroom: applying theory and research to practice 17–42. Mahwah, NJ: Lawrence Erlbaum.
Martin, J. R. (1992) English text: system and structure. Amsterdam: Benjamins.
Martin, J. R. (1994) Macro-genres: the ecology of the page. Network 21: 29–52.
Martin, J.R. (1996) Evaluating disruption: symbolising theme in junior secondary narrative. In R. Hasan and G. Williams (eds) Literacy in Society 124-171. London: Longman (Applied Linguistics and Language Study).
Martin, J. R. (2000) Grammar meets genre – reflections on the ‘Sydney School’. Arts 22: 47–95.
Martin, J. R. and Painter, C. (1986) Writing to Mean: teaching genres across the curriculum. Occasional Papers 9. Applied Linguistics Association of Australia.
Martin, J. R. and Plum, G. (1997) Construing experience: some story genres. Journal of Narrative and Life History 7(1–4): 299–308.
Martin, J. R. and Rose, D. (2003) Working with Discourse: meaning beyond the clause. London: Continuum.
Martin, J. R. and Rose, D. (2005) Designing literacy pedagogy: scaffolding democracy in the classroom. In R. Hasan, C. M. I. M. Matthiessen and J. Webster (eds) Continuing Discourse on Language 251–280. London: Equinox
Martin, J. R. and Rose, D. (2007) Genre Relations: mapping culture. London: Equinox.
Martin, J. R. and Veel, R. (eds) (1998) Reading Science: critical and functional perspectives on discourses of science. London: Routledge.
Martinec, R. (1995) Hierarchy of rhythm in English speech. PhD thesis, University of Sydney.
Pilkington, D. (1996) Follow the Rabbit-Proof Fence. St Lucia, Qld: University of Queensland Press.
Plum, G. (1988) Text and contextual conditioning in spoken English: a genre-based approach. PhD thesis, University of Sydney.
Rose, D. (2001a) The Western Desert Code: an Australian cryptogrammar. Canberra: Pacific Linguistics.
Rose, D. (2001b) Some variations in Theme across languages. Functions of Language 8(1): 109–45.
Rose, D. (2004) Sequencing and pacing of the hidden curriculum: how indigenous children are left out of the chain. In J. Muller, B. Davies and A. Morais (eds) Reading Bernstein, Researching Bernstein 91–107. London: RoutledgeFalmer.
Rose, D. (2005a) Narrative and the origins of discourse: construing experience in stories around the world. Australian Review of Applied Linguistics Series S19: 151–173.
Rose, D. (2005b) Democratising the classroom: a literacy pedagogy for the new generation. Journal of Education (Durban: University of KwaZulu Natal) 37: 127-164. http:// www.ukzn.ac.za/joe/joe_issues.htm
Rose, D. (2007) A reading based model of schooling. Pesquisas em Discurso Pedagógico 4: 2. http://www.maxwell.lambda.ele.puc-rio.br
Rothery, J. (1990) Story writing in primary school: assessing narrative type genres. PhD thesis, University of Sydney.
Rothery, J. (1994) Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Silkstone, B. (1994) Australian Reptiles: lizards. Sydney: Longman Cheshire.
Unsworth, L. (ed.) (2000) Researching Language in Schools and Communities: functional linguistics approaches. London: Cassell.
Published
2008-03-14
Issue
Section
Articles
How to Cite
Rose, D. (2008). Reading Genre: A New Wave of Analysis. Linguistics and the Human Sciences, 2(2), 185-204. https://doi.org/10.1558/lhs.v2i2.185
