GENRE BASED

APPROACH
GENRE IN THE SYDNEY
SCHOOL

(DAVID ROSE, 2010)

 GENRE IN THE SYDNEY SCHOOL
• Genre and Register: A Stratal Model of Language in
Social Context
• Engaging Listeners: Story Genres
• Informing Readers: Explanations, Reports, Procedures
• Evaluating Discourses:Arguments and Text Responses
• Apprenticing Learners: Genre Based Literacy
Methodology
 GENRE AND REGISTER: A STRATAL MODEL OF
LANGUAGE IN SOCIAL CONTEXT
• Genre is the coordinating principle and starting point for discourse
analysis.
• The approaches:
– Halliday’s theory of language as a social semiotic.
– The sociological theory of Basil Bernstein.
– A series of large-scale action research projects in literacy
education.
• Sydney School as ‘perhaps the most clearly articulated approach to
genre both theoretically and pedagogically’.
• Definition of Genre
– A working definition: staged; goal.
– In functional linguistics: a recurrent
configuration of meanings, that enact the social
practices of a culture.
• Genres can be related and distinguished by
recurrent global patterns.
 GENRE AND REGISTER: A STRATAL MODEL OF LANGUAGE IN
SOCIAL CONTEXT

• Modelling Context
– Social context of interaction: context of situation and
context of culture.
– Three dimensions that vary in contexts of situation:
tenor, field, and mode  register.
– Three dimensions of social context that are realized by
particular functional dimension of language: interpersonal,
ideational, and textual  metafunction.
REGISTER METAFUNCTION
Tenor ‘kinds of role relationship’ Interpersonal ‘enacting’
Field ‘the social action that is Ideational ‘construing’
taking place’
Mode ‘what part language is Textual ‘organizing’
playing’
 GENRE AND REGISTER: A STRATAL MODEL OF
LANGUAGE IN SOCIAL CONTEXT
• Ideology and Genre
– Ideology: relations within and between contexts (register and
genre).
– Variations in control genres: tenor, field, mode.
• Genre Relations
– Genres can be related to each other along various dimensions.
– Common educational genres: engaging, informing, proposing,
and evaluating.
 ENGAGING LISTENERS: STORY GENRES
•Five distinct story genres: oral stories, casual
conversation, literary fiction, stories of illness
and treatment, and traditional stories across
language families.
•Stages: orientation, remarkable events/life stages
(problem, reaction), and reaction.
 INFORMING READERS: EXPLANATIONS, REPORTS,
PROCEDURES
• Reports – Classifying and Describing Things
– Reports: descriptive, classifying, or compositional.
– Stages: classification and description.
• Explanations – How Processes Happen
– Explanations imply sequences of causes and effects (implication).
– Structure: specifying the phenomenon to be explained, the
implication sequence that explains it (explanation stage).
– General types of explanation: sequential, factorial, consequential,
and conditional.
 INFORMING READERS: EXPLANATIONS, REPORTS,
PROCEDURES
• Procedures, Protocols, and Procedural Recounts
– Procedures are endemic in everyday contexts.
– Protocols range from lists of rules and warnings
that accompany appliances to legislation.
– Procedural recounts: range from experiment
reports to academic research.
 INFORMING READERS: EXPLANATIONS, REPORTS,
PROCEDURES

• Multimodal Explanations, Reports and Procedures

– Multimodal technical genres from three
perspectives: types of ideational meanings
construed by visual images, textual organization
characteristic of visual images, and relations
between visual and verbal genres in multimodal
texts.
 EVALUATING DISCOURSES: ARGUMENTS AND
TEXT RESPONSES

• Argument genres: exposition  expounding,

arguing, and reiterating a position (thesis-
arguments-reiteration).
• Stages: issue – slides – resolution.
• Multitude appraisals: explicit evaluations (inscribed
attitudes), implicit (invoked attitudes), and
amplification.
 EVALUATING DISCOURSES: ARGUMENTS AND TEXT
RESPONSES
• Response Genres – Evaluating Texts
–Text response: exercising influence and demonstrating
competence (reviews).
–Elements: context – description – evaluation.
–Interpretation: able to read the message of the text and respond
to cultural values.
–Stages of interpretation: evaluation – synopsis – reaffirmation.
–Stages of literary criticism: evaluation – text deconstruction –
challenge.
 APPRENTICING LEARNERS: GENRE BASED LITERACY
METHODOLOGY

• Three major phases in the genre based pedagogy’s

development: the initial design – the extension of
the writing pedagogy – and the development of the
reading pedagogy.
• Teaching-learning cycle on the initial design:
deconstruction – joint construction – individual
construction.
GENRE-BASED
PEDAGOGIES: A SOCIAL
RESPONSE TO PROCESS

(KEN HYLAND ,2003)

 GENRE-BASED PEDAGOGIES
• Genre-based pedagogies explained the ways “language functions
in social context” in a systematic and explicit way (Hyland,
2003).
• In Genre Pedagogy the focus is on literacy education, language
teaching and the content meaning, all at the same time (Martin &
Rose, 2005).
• The Australian Genre Pedagogy methodology is based on
notions of cognitive educational developments.
 HYLAND’S GENRE PEDAGOGY
• Explicit : Makes clear what is to be learnt.
• Systematic : Provides a coherent framework for focusing on both
language and context
• Needs-based : Ensure that course objectives and contents are derived
from students’ needs
• Supportive: Gives teacher a central role in scaffolding students’ learnign
and creativity
• Empowering: Provides access to the patterns and possibilities of
variation in valued text
• Critical : Provides the resources for students to understand and
challenge valued discourses
• Consciousnessraising: Increas teachers’ awarness of text
 A GENRE VIEW OF LANGUAGE AND
WRITING
Hyland (2003) states that basically, genres are rhetorical
actions that writers draw on to respond to perceived
repeated situations; they are choices which represent
effective ways of getting things done in familiar contexts.

Thoreau (2006) as cited in Dirgeyasa (2016) argues

that genre in writing is a kind or type of writing in which
has a typical style, particular target of readers, and
specific purpose.
 GENRE AS A PRODUCT IN WRITING

- Genre writing is a kind of text or work itselft.

- Language (writing form) must be related to
social function of the text.
- The social function of the text implies to
certain social environment and place where
and when the text used.
 THE EXAMPLE OF GENERIC STRUCTURE OF GENRE

RECOUNT GENRE PROCEDURE GENRE

-Orientation -Topic + statement of purpose

-Record of events or sequence - Sequences of steps to
of events accomplish job or activities
stated in the topic
-Re-orientation - Closing-if necessary

Dirgeyasa, 2016
THE PROCESS OF TEACHING AND LEARNING THROUGH GENRE
APPROACH

• Modeling text
• Joint construction
• Independent Construction of a text
GENRE TEACHING AND LEARNING CYCLE

T h e H y l a n d ’s M o d e l o f G e n re Te a c h i n g a n d L e a r n i n g C y c l e
 PREVIOUS STUDIES
• Hyland (2003), Genre-Based Pedagogies: A Social Response to
Process.
Discusses about the importance of genre approaches to teaching L2
writing and how to complement process views by emphasising theh role
of language in written communication.
• Hyland (2007), Genre Pedagogy: Language, Literacy and L2
Writing Instruction
Introduce the principles of genre based language instruction and sketch
some broad classroom models, looking at ESP and SFL approaches.
 GENRE PEDAGOGY: L ANGUAGE, LITERACY AND L2 WRITING INSTRUCTION
(KEN HYL AND, 2007)

• The principles of genre-based language instruction and sketch

some broad classroom models, looking at ESP and SFL
approaches:
– Writing is a social activity.
– Learning to write is needs-oriented.
– Learning to write requires explicit outcomes and
expectations.
– Learning to write is a social activity.
– Learning to write involves learning to use language.
• The possible stages involved in designing a genre-based
course from a text-focus perspective have been outlined
by Burns and Joyce (1997) as follows:
1. Identify the overall contexts in which the language will
be used.
2. Develop course goals based on this context of use.
3. Note the sequence of language events within the
context.
4. List the genres used in this sequence.
5. Outline the sociocognitive knowledge students
need to participate in this context.
6. Gather and analyse samples of texts.
7. Develop units of work related to these genres
and develop learning objectives to be achieved.
• Sequencing Learning:
– determining the most critical skills or functions
relevant to students’ immediate needs;
– following the sequence of a genre set in a real
world series of interactions; and
– grading genres by perceived increasing levels of
difficulty.
• Scaffolding key stages:
– setting the context;
– modeling;
– joint construction;
– independent construction;
– comparing.
CONTINUE....
• Wingate (2012), Using Academic Literacies and Genre-Based
Models for Academic Writing Instruction: A Literacy Journey
Identifying realistic and effective approaches to teaching writing
in UK University.

• Dirgeyasa (2016), Genre-Based Approach: What and How to

Teach and to Learn Writing
Present the nature of genre, genre writing, genre as a product of
writing, and genre as an approach to teaching and learning in
Indonesia education context.
THANK
YOU! 