Language and written expression IV
Genre, text & grammar
Teacher: Stella Maris Saubidet Oyhamburu Students: Agüero Mayra. Zapata Camila
Genre-based approach
Social constructedness of language. (Functional model, Halliday)
PurposeTo provide students with the ability to use codes of writing effectively and efficiently.
A process-product model. Strong emphasis on a explicit teaching of grammar and text. Based on different theoretical perspectives of language and language leraning.
Genre as a social process. (Kress)
Language is processed and understood in the form of texts.
Natural
Individual
Language is both...
Cultural
Social
Language is produced by individuals but its shape and structure is socially determined.
Writing
Speech
- Visual
- Exists in time
- Hierarchical arrangements
- Editable
- Use of the potential of language to be abstract.
Inscriptions (in a spatial medium)
- Sounds
- Temporal
- Immediate
- Sequential
- Fillers
Interactions (in time)
Both forms are for communication, but use the medium of language differently.
Context of situation
Context of culture
Context
Bronislaw Malinowski broadened this term...
the system of beliefs, values and attitudes that speakers bring with them into any social interaction.
the immediate environment in which text are produced.
Context & text The relationship proposed by Michael Halliday.
FIELD (what)
What is going on around the language
Metafunctions
IDEATIONAL/ REPRESENTATIONAL
TENOR (who)
Context seen as 'virtual force' having the potential to actualise the event in the form of a text.
INTERPERSONAL
Texts are unique, and are actualised through the range of dynamic variables at play in the context of production.
TEXTUAL
HOW (mode)
Genre
Classified according to its social purpose.
An abstraction or classification of real-life, everyday texts. (Sidney school)
An organising concept for our cultural practices. (Anne Freadman)
Identified according to the stages it moves through.
Derewianka's genre model
Martin's model of language
Genre "as a social process" model
-Forms of text→ result of processes of social production. -The resultant genres→ due to relative stability of social structures, forms of text, produced in specific social institutions. -Different genres→ have, convey and give access to different degrees and kinds of social power. -Genres have→ specific linguistic characteristics
Sistemic functional school
Kress' approach
♦Genres = text types ♦Determined by an overall social purpose. ♦Key question→ What stages has this text been through to reach its purpose? ♦ Marginalises the social, subjecting texts to a simple classificatory operation.
♦Genres = forms of texts ♦Formed by the dynamics of social processes. ♦Key question→ What is going on in this text? What social dynamics are at play here? ♦ Complex and dynamic situation in relation to which text themselves are seen as variable and sophisticated.
Genres (generative approach) -an arrangement of relative constants (forms, grammar codes) always in engagement with the potential for variation and change. -groupings of central constant processes to provide students with the disposition to write- a core set of generic processes: • describing • explaining • instructing • arguing • narrating
Genres (Bourdieu & Wittgenstein) -are part of a system and structured in particular ways. -are formed in the processes of social interaction.
Knapp's genre model
Literary texts
novels epics poems dramas sagas
Any completed act of communication.
Text
Factual texts
Language as a system of communication organised as coheseive units.
(technical ) explanations procedures essays reviews arguments
Classified and organised in several ways→ everyday- formal- entertainining- informational. Traditionally...* literary * factual * media
Media texts
Result of language being produced, exchanged, received.
sms emails
Grammar
(without genres) A set of rules for correctness or appropriateness.
Becomes meaningful when it is linked to the purpose and function of texts.
Genre-based grammar
It focuses on the manner through which different language processes or genres in writing are coded in distinct and recognisable ways. It also considers of texts...
Traditional grammar is concerned with syntax (or how words are correctly ordered within a sentence).
the syntactical aspects, or how the language is organised within sentences.
the structure and organisation, due to the characteristics of particular genres in relation to purpose, audience, message and structure.
The resources available to users of a language system for producing texts.
the structure and codification of all parts (sentences, tense, reference, cohesion, etc.) to make it effective as written communication.
Aspects of grammar
Formal
Functional
Figural
Consideration of how the English language is put together. Particular arrangements and form that all users are required to follow. The eight parts of speech: noun, pronoun, verb, adverb, adjective, preposition, conjuction, interjection.
Look at how language communicates beyond the concrete, representational level. Look at how language can create images to carry additional meanings.
Concern aboutwhat the language is doing/ being made to do. Awareness of the choices available to get things done.
Connecting...
Genre→ the social context and relation in which texts are produced; Text→ the language process we use to construct products; Grammar→ the choice and limitations language users have when putting words together in texts.
Bibliography
Knapp, P. &; Watkins, M. (2005). "Introduction" in Genre, text, grammar. Technologies for teaching and assessing writing. (pp.8-10). Sidney: University of New South Wales Press Ltd.
Knapp, P. &; Watkins, M. (2005). "A genre-based model of language" in Genre, text, grammar. Technologies for teaching and assessing writing. (pp.13-37). Sidney: University of New South Wales Press Ltd.
Genre, text & grammar
Mayra Agüero
Created on August 8, 2020
ISFD 41- Language and written expression IV
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Transcript
Language and written expression IV
Genre, text & grammar
Teacher: Stella Maris Saubidet Oyhamburu Students: Agüero Mayra. Zapata Camila
Genre-based approach
Social constructedness of language. (Functional model, Halliday)
PurposeTo provide students with the ability to use codes of writing effectively and efficiently.
A process-product model. Strong emphasis on a explicit teaching of grammar and text. Based on different theoretical perspectives of language and language leraning.
Genre as a social process. (Kress)
Language is processed and understood in the form of texts.
Natural
Individual
Language is both...
Cultural
Social
Language is produced by individuals but its shape and structure is socially determined.
Writing
Speech
- Visual
- Exists in time
- Hierarchical arrangements
- Editable
- Use of the potential of language to be abstract.
Inscriptions (in a spatial medium)- Sounds
- Temporal
- Immediate
- Sequential
- Fillers
Interactions (in time)Both forms are for communication, but use the medium of language differently.
Context of situation
Context of culture
Context
Bronislaw Malinowski broadened this term...
the system of beliefs, values and attitudes that speakers bring with them into any social interaction.
the immediate environment in which text are produced.
Context & text The relationship proposed by Michael Halliday.
FIELD (what)
What is going on around the language
Metafunctions
IDEATIONAL/ REPRESENTATIONAL
TENOR (who)
Context seen as 'virtual force' having the potential to actualise the event in the form of a text.
INTERPERSONAL
Texts are unique, and are actualised through the range of dynamic variables at play in the context of production.
TEXTUAL
HOW (mode)
Genre
Classified according to its social purpose.
An abstraction or classification of real-life, everyday texts. (Sidney school)
An organising concept for our cultural practices. (Anne Freadman)
Identified according to the stages it moves through.
Derewianka's genre model
Martin's model of language
Genre "as a social process" model
-Forms of text→ result of processes of social production. -The resultant genres→ due to relative stability of social structures, forms of text, produced in specific social institutions. -Different genres→ have, convey and give access to different degrees and kinds of social power. -Genres have→ specific linguistic characteristics
Sistemic functional school
Kress' approach
♦Genres = text types ♦Determined by an overall social purpose. ♦Key question→ What stages has this text been through to reach its purpose? ♦ Marginalises the social, subjecting texts to a simple classificatory operation.
♦Genres = forms of texts ♦Formed by the dynamics of social processes. ♦Key question→ What is going on in this text? What social dynamics are at play here? ♦ Complex and dynamic situation in relation to which text themselves are seen as variable and sophisticated.
Genres (generative approach) -an arrangement of relative constants (forms, grammar codes) always in engagement with the potential for variation and change. -groupings of central constant processes to provide students with the disposition to write- a core set of generic processes: • describing • explaining • instructing • arguing • narrating
Genres (Bourdieu & Wittgenstein) -are part of a system and structured in particular ways. -are formed in the processes of social interaction.
Knapp's genre model
Literary texts
novels epics poems dramas sagas
Any completed act of communication.
Text
Factual texts
Language as a system of communication organised as coheseive units.
(technical ) explanations procedures essays reviews arguments
Classified and organised in several ways→ everyday- formal- entertainining- informational. Traditionally...* literary * factual * media
Media texts
Result of language being produced, exchanged, received.
sms emails
Grammar
(without genres) A set of rules for correctness or appropriateness.
Becomes meaningful when it is linked to the purpose and function of texts.
Genre-based grammar
It focuses on the manner through which different language processes or genres in writing are coded in distinct and recognisable ways. It also considers of texts...
Traditional grammar is concerned with syntax (or how words are correctly ordered within a sentence).
the syntactical aspects, or how the language is organised within sentences.
the structure and organisation, due to the characteristics of particular genres in relation to purpose, audience, message and structure.
The resources available to users of a language system for producing texts.
the structure and codification of all parts (sentences, tense, reference, cohesion, etc.) to make it effective as written communication.
Aspects of grammar
Formal
Functional
Figural
Consideration of how the English language is put together. Particular arrangements and form that all users are required to follow. The eight parts of speech: noun, pronoun, verb, adverb, adjective, preposition, conjuction, interjection.
Look at how language communicates beyond the concrete, representational level. Look at how language can create images to carry additional meanings.
Concern aboutwhat the language is doing/ being made to do. Awareness of the choices available to get things done.
Connecting...
Genre→ the social context and relation in which texts are produced; Text→ the language process we use to construct products; Grammar→ the choice and limitations language users have when putting words together in texts.
Bibliography
Knapp, P. &; Watkins, M. (2005). "Introduction" in Genre, text, grammar. Technologies for teaching and assessing writing. (pp.8-10). Sidney: University of New South Wales Press Ltd.
Knapp, P. &; Watkins, M. (2005). "A genre-based model of language" in Genre, text, grammar. Technologies for teaching and assessing writing. (pp.13-37). Sidney: University of New South Wales Press Ltd.