lengua y expresión escrita 4 ISFD 41 2020 Jezabel Escobar

1. GENRE, TEXT AND
GRAMMAR
J e z a b e l E s c o b a r – I S D F 4 1 - 2 0 2 0
L a n g u a g e a n d w r i t t e n e x p re s s i o n 4

2. HOW DO WE LEARN LANGUAGES?
The progressivist perspective on teaching language an literacy from 1970
promoted language as a natural individualistic phenomenon. It relegated
language learning to the personal domain only.
There is also a view in which learning to speak or write are considered to be
similar processes which can be achieves through immersion.
Immersing students in writing is an inadequate teaching and learning
strategy. Learning to write is a difficult and complex series of processes that
require a range of explicit teaching methodologies throughout all stages of
learning.
Speech and writing are forms of communication that use the medium of
language in different ways
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3. A language operates in time and space
speech is a time-based medium (temporal, immediate and
sequential)
writing is language in a spatial medium (inscription)
The perspective on language as a social process allows us to explain
and analyse texts as grammatical structures or constructions that
are formed by individuals in social contexts to serve specific social
needs and requirements.
All language users reshape language. We use an existing system
for making our meanings, and in doing so we remake that system.
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4. WHAT IS A GENRE, TEXT
AND GRAMMAR MODEL
OF LANGUAGE?
This model is concerned with “what’s going on” in
writing. It asks why a particular type od writing works
better than another
The aim of this approach is to provide students with
the ability to use codes of writing effectively and
efficiently
A primary aim for teaching writing is to provide
students with the knowledge to become effective
users of written language
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5. FOUR PERSPECTIVES
ON LANGUAGE
Context- genre- text - grammar
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6. CONTEXT
Texts are never completely individual or original. They always relate to a social
environment.
• In 1920, the anthropologist Bronislaw Malinowski developed the term “context of
culture” to describe the system of beliefs values and attitudes that speakers bring with
them into any social interaction, including the immediate environment where texts are
produced.
• Around 1980, the linguist Halliday developed a specific terminology in order to
describe the relationship between context and text.
- The content is actualised in the texts as “ideational” meaning
- The social relationships between the participants in the contexts are actualised in the
text in terms of “interpersonal” meaning
- The mode or medium of the language event is actualised as “textual” meaning
Context is a virtual or potential framework for the production of texts
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7. GENRE
Refers to the language processes involved in doing things with language.
Genres are social processes that:
• Describe through the process of ordering things into common sense or technical frameworks.
(personal descriptions, technical descriptions, definitions, scientific reports, information reports)
• Explain through the process of sequencing phenomena in temporal and/or casual relationships.
(explanations of how and why, elaborations, illustrations, accounts, explanation essays)
• Instruct through the process of logically sequencing actions or behaviours.
(Procedures, instructions, manuals, recipes, directions)
• Ague through the process of “expanding” a proposition to persuade readers to accept a point of view.
(essays, expositions, discussions, debates, interpretations, evaluations)
• Narrate through the process of “sequencing people and events in time and space.
(personal recounts, historical recounts, stories, fairy tales, myths, fables, narratives)
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TEXT
language is always produced, exchanged or received as text. that is language as a system of communication is organised as cohesive
units we call texts. a text is any completed act of communication.
classification of texts
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Literary texts
• Literary texts might include the
broad range of texts that reflect
and interpret individual and
social life, whether real or
imaginary.
• Literary texts often use language
to create images in readers
minds, the language enables
readers to engage with the text
and incorporate their own
meanings and understandings
with those of the writer. Literary
texts make greater use of figural
language.
Factual texts
• Factual texts, from the
point of view of
schooling, include
those texts that are the
primary aim of
communicating
knowledge as it has
been educationally
defined, classified and
constructed. Factual
texts deal with the
exchange of knowledge
(learning) in all the
learning areas.
Media texts
• Media texts are any texts that
are used in channels of mass
communication such as print,
broadcasting, cable, film and
video.
Depending on the media, these
texts can use different modes of
communication: Writing speech,
pictures or sound or all of these.
The shape of media texts is
determined to some extent by
the technology employed by the
particular media.

9. GRAMMAR
Grammar is a name for the resources available to users of a
language system for producing texts.
A knowledge of grammar by a speaker or writer shifts language
use from the implicit and unconscious to a conscious
manipulation of language and choice of appropriate texts.
Genre-based grammar
- considers how a text is organised due to the characteristics
of particular genres in relation to purpose, audience,
message and structure.
- Considers how all the parts of the text are structured,
organised and coded, so as to make the text effective as
written communication.
- Deals with the syntactical aspects of grammar or how
language is organised within sentences.
- Locates language as a social practice that makes us active
participants in the organisation and exchange of meaning.
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10. Grammar deals with language from three perspectives:
- Generic
- Textual
- Syntactical
Grammatical terms fall into two categories
- Formal category gives us a way of classifying the bits and pieces that
constitute sentences and texts. the formal categories of grammar are:
noun, adjective, adverb, preposition, conjunction, articles and
interjection.
- Functional category helps us understand what the pieces and bits are
doing. It is concerned with what the language is doing, or better, being
made to. (subject, object)
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FIGURAL ASPECTS OF GRAMMAR
Figural aspects of grammar look at how language
communicates beyond the concrete representational level.
In other words, language can represent
things/actions/events in concrete terms. The figural is a way
of talking about language when it moves beyond the
concrete. It looks at how language can be used to create
images to carry additional meanings.
The use of the figural is very important in literary media
texts. Figural language enables writers to trigger images
with readers that relay their meaning more intensely and
efficiently than relying on strictly concrete language.
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BIBLIOGRAPHY
Chapter 1
Knapp, Peter –Watkins, Megan. (2005) “Genre, text,
grammar: technologies for teaching and
assessing writing”. Published by
University of New South Wales Press Ltd. Chapter 1
(p 1 - 38)
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