Learning to Write/Reading to Learn - Genre, Knowledge and Pedagogy in the Sydney School - David Rose
3.1 Embedded literacy: the Write it Right project 3.2 Genre and field 3.3 Understanding things: classification and composition 3.4 Understanding processes: activity sequencing 3.5 Expressing opinions: knowledge and values 3.6 Buil
Learning to Write/Reading to Learn - Genre, Knowledge and Pedagogy in the Sydney School - David Rose
David Rose [+]
University of Sydney
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David Rose is a Research Fellow with the University of Sydney, currently coordinating a national research program in language and literacy for Indigenous Australians. This project, Learning to Read: Reading to Learn, works with schools across Australia, as well as Indigenous teacher training programs in University of Sydney and University of South Australia.
J.R. Martin [+]
University of Sydney
J R Martin is Professor of Linguistics at the University of Sydney. His research interests include systemic theory, functional grammar, discourse semantics, register, genre, multimodality and critical discourse analysis, focussing on English and Tagalog - with special reference to the transdisciplinary fields of educational linguistics and social semiotics.
Description
This chapter focuses on the genres that students are expected to read and write in the secondary school, described in the Sydney School project’s second phase, the Write it Right project. The knowledge realised in these genres is described in terms of three broad semantic tropes: classification, cause-and-effect and evaluation. These semantic themes are exemplified in a range of genres in science and history. The critical resource for building uncommonsense knowledge is then explored – grammatical metaphor. The chapter concludes by presenting the range of written genres from perspectives of categories (typology) and tendencies (topology).