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Genre & Reading in the Composition Classroom

Genre & Reading in the Composition Classroom. Laying the Groundwork Research Findings Practical Applications. Register. Genre. Schema. The Premise: preparing students for the academic mainstream is like helping them learn a new dialect. From Speech Community to Discourse Community

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Genre & Reading in the Composition Classroom

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  1. Genre & Reading in the Composition Classroom • Laying the Groundwork • Research Findings • Practical Applications Register Genre Schema

  2. The Premise: preparing students for the academic mainstream is like helping them learn a new dialect • From Speech Community to Discourse Community • Group that shares certain behaviors and assumptions about language and its use, one of them being the valuing of written language over oral language • Static – venerable and entrenched social club of wealthy old white men who could not conceive of admitting women or minorities into their realm • This unappealing image helps me hold firm to a pedagogical stance of conscious resistance to the gatekeeper role – and resistance to a static notion of academic discourse • Blanton( 1994) Discourse, Artifacts, and the Ozarks: Understanding Academic Literacy

  3. Schemata • The knowledge a reader brings to the text : • Content • Formal • Linguistic

  4. Content Schemata • Provides readers with a foundation and a basis for comparison, i.e. a peg to attach new information • Cultural • Asian Indian Wedding • Style of Information • Highly technical, lots of statistics, etc.

  5. Formal Schemata:Discourse Level - Top Down The organizational forms and rhetorical structures of written texts. e.g. students unfamiliar with reading non-fiction

  6. Linguistic schemataWord & Sentence Level - Bottom Up • The decoding features we need to recognize and understand words ( i.e. vocabulary) and to see how they fit together in sentences (i.e. syntax). Linguistic Toolkit

  7. Research: Reading to Write • Exploring the Relationship Between Authorship and Reading (Green 1993) • Rhetorical Consciousness Raising in the L2 Reading Classroom (Sengupta 1999) • Opening Our Doors: Applying Socioliterate Approaches to Language Minority Classrooms (Johns 1999) • Genre and ESL Reading: A Classroom Study (Hyon 2002) • Long –term Effects of Genre-based Instruction (Hyon 2001)

  8. Practical Applications • Continuum of Communication • Textbook • Learning Logs • Peer Review • Contextual Training • Mining the Text

  9. The End!

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