Genre in the Classroom : Multiple Perspectives

For the first time, the major theoretical and pedagogical approaches to genre and related issues of social construction are presented in a single volume, providing an overview of the state of the art for practitioners in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies around the world. Unlike volumes that present one theoretical stance, this book attempts to give equal time to all theoretical and pedagogical camps. Included are chapters by authors from the Sydney School, the New Rhetoric, and English for Specific Purposes, as well as contributions from other practitioners who pose questions that cross theoretical lines. Genre in the Classroom: \*includes all of the major theoretical views of genre that influence pedagogical practice; \*takes an international approach, drawing from all parts of the world in which genre theory has been applied in the classroom--Australia, Canada, Hong Kong, the Middle East, the United States; \*features contributors who are all both theorists and classroom practitioners, lending credibility and authenticity to the arguments; \*combines theory and practice in every chapter, showing how particular theoretical views influence classroom practice; \*grounds pedagogical practices in their own regional and theoretical histories; \*openly discusses problems and questions that genre theory raises and presents some of the solutions suggested; and \*offers a concluding chapter that argues for two macro-genres, and with responses to this argument by noted genre theorists from three theoretical camps. Contents......Page 4 Preface......Page 8 Introduction......Page 12 PART I THE SYDNEY SCHOOL......Page 24 1. “Something to Shoot For’’: A Systemic Functional Approach to Teaching Genre in Secondary School Science......Page 26 2. Heritage and Innovation in Second Language Education......Page 52 PART II RELATED APPROACHES......Page 80 3. Genre, Text Type, and the English for Academic Purposes (EAP) Classroom......Page 82 4. Genre in the Classroom: A Linguistic Approach......Page 100 PART III ENGLISH FOR SPECIFIC PURPOSES......Page 112 5. Teaching the Literature Review to International Graduate Students......Page 114 6. Genre and ESL Reading: A Classroom Study......Page 130 PART IV BRIDGING TEXT AND CONTEXT......Page 152 7. Textual Analysis and Contextual Awareness Building: A Comparison of Two Approaches to Teaching Genre......Page 154 8. Texts and Contextual Layers: Academic Writing in Content Courses......Page 172 PART V THE NEW RHETORIC......Page 186 9. Writing Instruction in English for Academic Purposes (EAP) Classes: Introducing Second Language Learners to the Academic Community......Page 188 10. The New Rhetoric of Genre: Writing Political Briefs......Page 206 PART VI PEDAGOGICAL QUANDARIES......Page 218 11. Approaching Genre: Prewriting as Apprenticeship to Communities of Practice......Page 220 12. The Teaching of the Academic Essay: Is a Genre Approach Possible?......Page 234 13. Destabilizing and Enriching Novice Students’ Genre Theories......Page 246 PART VII CONCLUSION AND RESPONSES......Page 256 14. Narrative and Expository Macro-Genres......Page 258 15. A Universe of Meaning—How Many Practices?......Page 278 16. Applied Genre Analysis: Analytical Advances and Pedagogical Procedures......Page 288 17. Response(s) to William Grabe’s “Narrative and Expository Macro-Genres”......Page 294 Contributors......Page 298 References......Page 304 C......Page 348 F......Page 349 I......Page 350 N......Page 351 S......Page 352 Z......Page 353 C......Page 354 G......Page 355 K......Page 356 P......Page 357 U......Page 358 Z......Page 359 Machine generated contents note: PART I THE SYDNEY SCHOOL 1. "Something to Shoot For": A Systemic Functional Approach to Teaching Genre in Secondary School Science/ 17 Mary Macken-Horarik 2. Heritage and Innovation in Second Language Education / 43 Susan Feez PART II RELATED APPROACHES 3. Genre, Text Type, and the English for Academic Purposes (EAP) Classroom /73 Brian Paltridge 4. Genre in the Classroom: A Linguistic Approach / 91 John Flowerdew PART III ENGLISH FOR SPECIFIC PURPOSES 5. Teaching the Literature Review to International Graduate Students / 105 John M. Swales & Stephanie Lindemann 6. Genre and ESL Reading: A Classroom Study / 121 Sunny Hyon PART IV BRIDGING TEXT AND CONTEXT 7. Textual Analysis and Contextual Awareness Building: A Comparison of Two Approaches to Teaching Genre /145 Terence T. T. Pang 8. Texts and Contextual Layers: Academic Writing in Content Courses / 163 Betty Samraj PART V THE NEW RHETORIC 9. Writing Instruction in English for Academic Purposes (EAP) Classes: Introducing Second Language Learners to the Academic Community /179 Christine Adam & Natasha Artemeva 10. The New Rhetoric of Genre: Writing Political Briefs /197 Richard M. Coe PART VI PEDAGOGICAL QUANDARIES 11. Approaching Genre: Prewriting as Apprenticeship to Communities of Practice / 211 Virginia Guleff 12. The Teaching of the Academic Essay: Is a Genre Approach Possible? / 225 Tony Dudley-Evans 13. Destabilizing and Enriching Novice Students' Genre Theories / 237 Ann M. Johns FRT VII CONCLUSION AND RESPONSES 14. Narrative and Expository Macro-Genres / 249 William Grabe Responses to Grabe 15. A Universe of Meaning-How Many Practices? / 269 J. R. Martin, The Sydney School 16. Applied Genre Analysis: Analytical Advances and Pedagogical Procedures / 279 V. J. Bhatia, English for Specific Purposes 17. Response(s) to William Grabe's "Narrative and Expository Macro-Genres" / 285 Carol Berkenkotter, The New Rhetoric Contributors / 289 References / 295 Subject Index / 339 Author Index / 345. The social construction of texts within "genres" has become a factor in discussions of theory, research and practice in applied linguistics, ESL/EFL pedagogies and rhetoric. This volume identifies some of the genre theories, examines related issues and approaches and discusses applications Presents the major theoretical approaches to genre in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies throughout the world; describes how research and pedagogy relate to each of these perspectives; discusses applications. It has become something of a truism in conversations among "Sydney School" linguists that students at risk of school failure fare better within a visible curriculum.