Write a discussion or exposition responding to the following question. You must include references to sources provided in the readings for this subject, as well as additional sources.
What is the value of the concept of genre in learning to read and write in primary school OR secondary schools, OR in adult contexts.
You will need to find at least 2 readings with relevance for the topic amongst your e-readings. You MUST include references to at least 2 readings from that list in your essay, along with references to the textbook and other references as seem relevant to you. (IN total at least 6 source texts must be cited).
NOTE: You have access to the UOW Library online to search through a wide selection of readings, including journals such as:
• Language and Education
• Linguistics and Education
• Journal of Second Language Writing
Format / Length / Duration Essay, 2000-2500 words
Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Equinox.
Brice Heath, S (1994) What no Bedtime Story Means: narrative skills and home and school. Reprinted in J Maybin (ed) Language and Literacy in Social Practice Milton Keynes, Multilingual Matters
Christie, F. (2002). Classroom Discourse Analysis: A Functional Perspective London: Continuum.
Christie, F., & Derewianka, B. (2008). School Discourse. London: Continuum.
Christie, F., & Martin, J. R. (Eds.). (1997). Genre and institutions: social processes in the workplace and school. London: Cassell.
Coffin, C., North, S., & Donohue, J. (2009). Exploring Grammar: From Formal to Functional. London: Routledge.
Derewianka, B. (1990). Exploring how texts work. Sydney: Primary English Teaching Association.
Derewianka, B. (1998). A grammar companion: for primary teachers. Sydney: Primary English Teaching Association.
Droga, L., & Humphrey, S. (2003). Grammar and Meaning: An Introduction for Primary Teachers. Berry, NSW: Target Texts.
Eggins, S. (2004). An introduction to systemic functional linguistics (2 ed.). London: Continuum.
Eggins, S., & Slade, D. (1997). Analysing Casual Conversation. London: Cassell.
Fang, Z., & Schleppegrell, a. (2008). Reading in the secondary content areas: A language-based pedagogy. Ann Arbor: University of Michigan Press.
Fang, Z and Schleppegrell, M (2010) Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis in Journal of Adolescent & Adult Literacy 53(7) 587-597
Feez, S., & Joyce, H. (1998). Narrative & Non-Fiction Text Types. Albert Park, Vic: Phoenix Education.
Halliday, M. A. K. (1985). Speaking, writing and learning Spoken and Written Language (pp. 92-101). Waurn Ponds, Vic.: Deakin University Press.
Halliday, M. A. K. (2008). Three Aspects of Children’s Language: Learning Language, Learning through Language, Learning about Language (1980). In J. Webster (Ed.), The Language of Early Childhood – M.A.K. Halliday (pp. 308-326). New York: Continuum.
Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Deakin: Deakin University Press.
Halliday, M. A. K., & Matthiessen, C. (1999). Construing Experience through Meaning: A Language-Based Approach to Cognition. London: Continuum.
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar (3 ed.). London: Arnold.
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar (3 ed.). London: Arnold.
Hasan, R., Matthiessen, C., & Webster, J. (Eds.). (2005). Continuing discourse on language: A functional perspective (Vol. 1). London: Equinox.
Hasan, R., Matthiessen, C., & Webster, J. (Eds.). (2007). Continuing discourse on language: A functional perspective (Vol. 2). London: equinox.
Hood, S. (2005) What is evaluated, and how, in academic research writing The co-patterning of attitude and field. [online]. Australian Review of Applied Linguistics. Series S; n.19 p.23-40; 2005. Availability: ISSN: 0817-9514. [cited 06 Jun 16]. 7 | EDGT976 SUBJECT OUTLINE SPRING 2017
Hood, S. 2006, ‘The persuasive power of prosodies: Radiating values in academic writing’, Journal of English for Academic Purposes, vol. 5, pp. 37-49.
Hood, S., & Forey, G. (2005). Introducing a conference paper: Getting interpersonal with your audience. Journal of English for Academic Purposes, 4(4), 291-306. doi:http://dx.doi.org/10.1016/j.jeap.2005.07.003
Humphrey, S., Droga, L., & Feez, S. (2011). Grammar and Meaning (2 ed.). Sydney: Primary English Teaching Association Australia (e-Lit).
Humphrey, S., Love, K., & Droga, L. (2011). Working Grammar: An Introduction for Secondary English Teachers. Melbourne.
Knapp, P., & Watkins, M. (2005). The genre of arguing Genre, Text and Grammar: Technologies for Teaching and Assessing Writing (pp. 187-219). Sydney: University of NSW Press.
Love, K. (2009). “Literacy pedagogical content knowledge in secondary teacher education: reflecting on oral langauge and learning across the disciplines.” Language and Education 23(6): 541-560.
Love, K., Baker, G., & Quinn, M. (2008). LASS: Literacy across the School Subjects (DVD)
Love, K., Pidgon, K., Baker, G., & Hamston, J. (2005). BUILT: Building understandings in literacy and teaching (DVD)
McMullen, T.J. (2001) How has a Literacy Focus Changed pedagogy across the Curriculum in Sydney Catholic Secondary Schools, 1995-2000. Paper presented at the Joint National Conference of the Australian Association for the Teaching of English and the Australian Literacy Educator’s Association, Hobart, Tasmania
Macken-Horarik, M. (2009). Multiliteracies, Metalanguage and the Protean Mind: Navigating School English in a Sea of Change. English in Australia, 44(1), 33-43.
Macken-Horarik, M., Love, K., & Unsworth, L. (2011). A grammatics ‘good enough’ for school English in the 21st century: four challenges in realising the potential. .Australian Journal of Language and LIteracy, 34(1), 9-23.
Mahboob, A. (2014) Meeting the Challenges of English-medium higher education in Hong Kong. IRAL 52(2) 183-203
Martin, J. R. (1992). English Text Philadelphia: John Benjamins.
Martin, J. R. (1993). Life as a Noun: Arresting the universe in science and humanities. In M. A. K. Halliday, Martin, J.R. (Ed.), Writing Science: Literacy and discursive power (pp. 221-267). London: Falmer Press.
Martin, J. R. 1999, ‘Mentoring semogenesis: ‘genre-based’ literacy pedagogy’, in F. Christie (ed.), Pedagogy and the shaping of consciousness, London, Continuum, pp.170-187.
Martin, J.R. 2000, ‘Beyond Exchange: Appraisal systems in English’, in S. Hunston & G. Thompson (eds), Evaluation in Texts: Authorial Stance and the Construction of Discourse, Oxford University Press, Oxford, pp. 142-75.
Martin, J. R. (2002). Writing History: Construing Time and Value in Discourses of the Past. In M. Schleppegrell & M. C. Columbi (Eds.), Developing Advanced Literacy in First and Second Languages: Meaning with power. Mahwah, NJ Lawrence Erlbaum Associates.
Martin, J.R., Maton, K. & Matruglio, E. 2010, ‘Historical Cosmologies: Epistemology and axiology in Australian Secondary school history discourse’, Revista Signos, vol. 43, no. 74, pp. 433-63.
Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause (2 ed.). London: Continuum.
Martin, J. R., & Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox.
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. Basingstoke, Hampshire: Palgrave Macmillan.
Martin, J. R., Matthiessen, C. M. I. M., & Painter, C. (2010). Deploying Functional Grammar. Beijing: The Commercial Press.
Matthiessen, C.M.I.M. (2007) The ‘architechture’ of language according to systemic functional theory: devlopments since the 1970s in Hasan, R., Matthiesses, C.M.I.M., and Webster, J. (eds) Continuing Discourse on Language: A functional perspective, London, Equinox, p505-561
Painter, C. (1986). ‘The role of interaction in learning to speak and learning to write’. Applied Linguistics Association of Australia Occasional Papers. 8 | EDGT976 SUBJECT OUTLINE SPRING 2017
Painter, C., Derewianka, B., & Torr, J. (2007). From microfunction to metaphor: learning language and learning through language. In R. Hasan, C. Matthiessen & J. Webster (Eds.), Continuing Discourse on Language: A Functional Perspective (pp. 563-588). London: Equinox.
Quinn, M. (2004). Talking with Jess: Looking at how metalanguage assisted explanation writing in the Middle Years. Australian Journal of Language and Literacy, 27(3), 245-261.
Rose, D. (2011) Beyond Literacy: building an integrated pedagogic genre. Australian Journal of Language and Literacy, 34 (1) 81-97
Rose, D., Lui-Chivizhe, L., McKnight, A., & Smith, A. (2003). Scaffolding Academic Reading and Writing at the Koori Centre. The Australian Journal of Indigenous Education (23), 41- 49.
Rose, D., & Martin, J. R. (2012). Knowledge about Language Learning to Write, Reading to Learn: Genre, Knowledge & Pedagogy in the Sydney School. (pp. 206-264). Sheffield & Bristol CT Equinox.
Ryshina-Pankova, M. (2010) Toward mastering the discourses of reasoning: Use of grammatical metaphor at advanced levels of foreign language acquisition. The Modern Langauge Journal, 94 (ii) 181-197
Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, New Jersey: Lawrence Erlbaum
Schleppegrell, M. J., Greer, S., & Taylor, S. (2008). Literacy in History: Language and Meaning. Australian Journal of Language and Literacy, 31(2), 174-187.
Spinks, S., Fahey, R., Feez, S., & Butt, D. (2012). Using Functional Grammar: An Explorer’s Guide. South Yarra, Vic: MacMillan Education Australia.
Thwaite, A. (2006). Genre writing in the primary school: From theory to the classroom, via First Steps (1). Australian Journal of Language and Literacy, 29(2), 95-114.
Unsworth, L. (2008). Multiliteracies, E-literature and Teaching. Language and Education, 22(1), 62-75.
Webster, J. (2005). M.A.K. Halliday: the early years 1925-1970. In R. Hasan, C. Matthiessen & J. Webster (Eds.), Continuing Discourse on Language (Vol. 1). London: Equinox.
Webster, J. (Ed.). (2009). The Essential Halliday: M.A.K. Halliday. London: Continuum.
Williams, G. (2005). Grammatics in Schools. In R. Hasan, C. Matthiessen & J. Webster (Eds.), Continuuing Discourse on Language: A Functional Perspective (Vol. 1, pp. 281-310). London: Equinox.
Williams, G (2008) Language Socialization: a systemic functional perspective, in P. A. Duff and N. H. Hornberger (eds), Encyclopedia of Language and Education, 2nd Edition, Volume 8: Language Socialization, 57–70.
Reference should be Harvard Australia style font 12 new romanand use at least 6 references and 2 included from recommended e learning
Place your order now for a similar paper and have exceptional work written by our team of experts to guarantee you A Results
Why Choose US
6+ years experience on custom writing
80% Return Client
Urgent 2 Hrs Delivery
Your Privacy Guaranteed
Unlimited Free Revisions