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Methodological Issues in SFL's Sydney School Genre Pedagogy

This paper explores some methodological issues in implementing the Sydney School Genre Pedagogy in tertiary contexts, focusing on areas such as discipline-specific literacy, academic genres, and pathways for developing control of genre. It also examines tutor training and the use of modelling and joint construction in teaching genres.

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Methodological Issues in SFL's Sydney School Genre Pedagogy

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  1. Methodological issuesfor SFL’s Sydney School Genre Pedagogy in tertiary contextsSally HumphreyShoshana Dreyfus

  2. Some issues 1 • Development our understandings of: • Discipline specific literacy • academic genres • discipline & program specific genre pathways • pathways for developing control of genre (stratal and metafunctional) • tutor training: building a theoretically grounded toolkit

  3. Some issues 2 • Modelling • How far can genre take us? • Where does phase ‘fit’ in terms of strata • What mark does a model get? • .

  4. Some issues 3 • Joint Construction • operationalising a model designed in primary school contexts • joint construction online • How and whether to design Joint Construction in terms of macro-generic stages and phases

  5. Some issues 1 • Development our understandings of: • Discipline specific literacy • academic genres • discipline & program specific genre pathways • pathways for developing control of genre (stratal and metafunctional) • tutor training: building a theoretically grounded toolkit

  6. horizontalknowledge structures hierarchical knowledge structures • 1.1: Understanding discipline specific literacy Knowledge structures of the Academic Domain (Bernstein 1996)

  7. Knowledge structures as complementarities ? (after Muller 2007, Wignell 2007, Martin, Maton & Matruglio forthcoming)

  8. hierarchical • Biology: 3rd Year • Biology – 1st Year • Abstract • Introduction • Identification of phenomenon • Summary of research findings • Justify own research • Hypothesis • Objectives • Materials and methods • Results (verbal x visual ) • Discussion • Comparison with previous studies • Conclusion • Acknowledgements • References Laboratory reports  Aim ^  Orientation ^  {materials^ procedures}  Observations and Results (tables + calculations) ^  Discussion - exploration

  9. horizontal Discipline and program specific genre pathways: Academic genres in a linguistics degree Article review / critique Research report Factorial explanation Practical report

  10. 1.2: Understandings of academic genres adapted from Martin J R & P Peters (1985)

  11. Structure of an Interpretation • An Interpretation achieves its goal through stages of: • 1. Research Context • 2. Results/Discussion • 3. Conclusion

  12. 1.3: designing genre pathways across a program Multiple perspectives (+ pedagogy + evaluation) Interpretation Comparative (multiple texts) ALL EdLing Multiple perspectives (+ discourse semantics and genre) InterpretationComparative (2 texts) G&R FG Interpretation (1 text) Single perspective (lexico-grammar) Spiral of interpretation genres in Masters of Applied Linguistics

  13. 1.4: Pathways for developing control of genre (The 3x3: rank/stratal and metafunctional)

  14. 1.5 Tutor training: a theoretically grounded toolkit

  15. Some issues 2 • Modelling • How far can genre take us? • Where does phase ‘fit’ in terms of the concept of stratification? • What mark does a model get?

  16. 2.1: How far can genre take us?

  17. 2.1: How far can genre take us? Remove ‘use’ findings point

  18. 2.2: The place of phase in the model genre discourse semantics phase lexicogrammar phonology

  19. Some issues 3 • Joint Construction • How to operationalise a model designed in primary school contexts in an academic literacy environment • How to ‘do’ joint construction online • How and whether to design Joint Construction in terms of macro-generic stages and phases

  20. 3.1 Operationalising Joint Construction Sydney School genre pedagogy Rothery & Stenglin 1995

  21. Sydney School Teaching Learning Cycle • guided reading and note-taking • model annotated texts with notes • deconstruction activities • guided reading/note-taking • jointly writing the target genre

  22. 3.2 Joint Construction online

  23. Acrobat Connect Professional - white board (for scribing) - notes - chat room (for interacting)

  24. solidarity negotiation power appraisal involvement 3.3: Designing Joint Construction (?) Theoretical home tenor ? Exchange move discourse semantics

  25. Angle (teacher seeks a single and particular contribution from students to get them to produce some text for scribing)

  26. Seine (teacher seeks a variety of options from students - good for helping students to avoid plagiarism!)

  27. Reserve (teacher wants to keep the student’s contribution for later use)

  28. Mould (clause constituent level - Theme/Rheme) (teacher amends the student’s contribution)

  29. Mould (grammatical error) (teacher amends the student’s contribution)

  30. Metapraise (teacher reflects on language choices)

  31. Lead (teacher prompts students when they can’t deliver)

  32. prompt MEDIATION network +Lead fish - +Angle net - +Seine; Angle Seine - value +Metappraise manoeuvre - hold +Reserve - revise +Mould -

  33. prompt +Lead fish - +Angle net - +Seine; Angle Seine - value +Metappraise manoeuvre - hold +Reserve - revise +Mould -

  34. ... and thus three systems of discourse semantic valeur related by constituency... MEDIATION NEGOTIATION SPEECH FUNCTION

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