This materials was taken from Scott Thomburry's book entitled Beyong the Sentence

1. GENRE
Retno Apriliyanti (0203513048)

2. TEXT
CULTURE
Genre (Purpose)
Situation
Who is involved?
(Tenor)
Subject matter Channel
(Field) (Mode)
Register

3. Genre Division
Instructional Genre
Literary Genre
Academic Genre
Modern Genre

4. Instructional Genre

5. Literary Genre

6. Academic Genre
 Reflective writing gives you the chance to think about
what you are doing more deeply and to learn from your
experience. It helps you make connections between
what you are taught in theory and what you need to do
in practice.
 In reflective writing, first you write down the thoughts
and feelings that you experienced while carrying out a
particular activity. These activities can include writing an
essay, viewing a film, volunteering, taking a class, or
reading an article. Then you write to make sense of the
experience, enabling you to grow in your understanding
and to plan for the future.

7. Academic Genre

9. Modern Genre

10. Many witers use those terms interchangebly. Genre is intimately associated with
Halliday’s Systemic Functional Grammar, which attempt to describe
language in terms of its social purposes, especially its particular configurationof
the variable of field, tenor and mode.
Genre and Text Type

11. For Instance
Texts Functions
Spoofs To retell a humorous twist
Recounts
To retell events for the purpose of
informing or entertaining
Reports
To classify and describe the phenomena
of our world.
Analytical
Expositions
To persuade the reader or listener that
something is in the case
News Items
To inform readers, listeners or viewers
about events of the day which are
considered newsworthy or important

12. Generic Structure
Notes: Cultivation and Historical Background are reversible

13. Tea
Tea is made by pouring boiling water on to the tea
leaves. This leaves come from the tea bushes, which
are grown mainly in India, Sri Lanka and China. Tea
first came to Europe from China in the 1600s. At first it
was brewed and stored in barrels, like beer.

14. TOBACCO
Tabocco is made from the dried leaves of the tobacco
plant. It oraginally grew wild in America. The Spaniards
brought tobacco to Europe in the 1500s and today
tobaccois grown in Asia, Africa and Europe as well as
American.
Tobacco leaf can be made into pipe, cigar or cigarette
tobacco, or snuff. Smoking is a harmful habit. It is
especially bad for the lungs and heart.

15. SILK
The beatifully smooth cloth called silk is made from threads
spun by the silkworm. This is actually the caterpillar of a
month. When the caterpillar is fully grown, it wraps itself in a
cocoon of fine silk, stuck together with gum. The ancient
Chinese were the first

16. Text Characteristics
W
r
i
t
t
e
n
 Based on sentence : (Well organized)
 Subjects/Objects are realized in complex noun phrases :
beautiful smooth cloth
 Use of passive patterns (less personal, objectified) : Tobacco
is grown, it was brewed
 More emphasis on ideational meanings (grammatical
resources change into past in historical
information)
 Grammatical Simplicity: (over the three sample there are
nineteen finite verbs from fifteen sentences)
 Cohesive : Using reference (Anaphoric)
 Lexical Density: (There are some direct/indirect repeatation)

17. A text becomes intelligible only when it is placed
within its context of situation
Malinowski
Understanding text
Production text

18. Classroom Aplication
C
o
n
f
u
s
i
o
n

19. Situate the text firmly in its context before
learners read or listen to it
Context Flagging #1
Sample Expressions
a. ‘You are going to read a tex that come
from the problem page of the
teenagers magazine”
b. You are going to listen a conversation
that takes place at the information desk
of an airport
is
aimed
to
activate
Schemas

20. Ask learner to guess the contect after an
initial exposure
Context Flagging #2
Sample Strategies
a. Reading the first few line
b. Skimming the text quickly
In order to answer the question ‘Who
wrothe the text’, ‘what about’, and ‘to
whom and why’
is
aimed
to
activate
Predictive
Skill

21. TEXT SAMPLE

22. Do you know what they were talking about?
Commentary: Activating
Schemas
Culture
Situation
Text

23. Write 250 words about your favourite pop
group
Contextualizing writing task
Your favourite band are playing in your town soon. Write your
email (250 words) to a friend, who doesn’t know or doesn’t like
the band, and try to persuade the friend to come with you to hear
them

24. You have just won $10.000. What will you do with the money? (10
sentence)
Contextualizing writing task
You’ve just won $10.000. You are going to be interviewed by a
local newspaper. What questions do you think they will ask to
you? Prepare your answer

25. Aim of Contextualizing
They are better to
safeguard the content
meaningfully that using
the original one
TIPS
Do the strategy like in
Anne Frank (write
letter/notes regularly and
reply to them in kind)

26. GENRE BASED
APPROACH
Retno Apriliyanti

27. Analyzing the text
Macrostructure of the text (obligatory
and optional elements)
The texture of the text (Cohesive by
using linking devices)
The lower level features (grammar, and
vocabulary that encode the text register)
Genre-based approach is particularly well-suited for text type that are both
fairly formulaic and whose mastery confers social advantages of the users

28. Genre-based Approach
Is aimed at not simply the ability to reproduce
formulaic text type

29. Teachers is hopped to empower their learners – to give them acces to
the means of production that are valued in the target culture. Learner
need most is to use ‘have a go’ approach, it is known as processing
writing

30. Genre-based teaching
Checking learners understanding by asking
some questions regarding the genre topic
Highlight the function of the text, it helps
learners to undrstand the target culture
Short texts are best for genre analysis, e.g.: the
abstract, introduction, or the bibliography
Identify the generic structure (obligatory or
optional elements)
Comparing with another text which has
similarity and diversity

31. Conclusion

32. Conclusion
G
E
N
R
E
 Certain recurring register combination
become institutionalized over time and
are known as genres
 Genre theory argues that language is
the best learned through the analysis
and mastery in specific genres, since as
an approach best reflects the way
language is shaped by – and shaped –
its social context of use