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Developing a Whole School Genre Map
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Slide 2: The Australian Curriculum
The social view of language underpinning the Australian Curriculum identifies that language use varies according to the context and situation in which it is used - including different learning areas. There are significant differences in the way different learning areas structure texts and in the language features and vocabulary that students are required to know and use. (AC Literacy Capability)
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Slide 3: School Genres School genres (or types of text) evolve from learning area curriculum and assessment The genres students comprehend and compose in school are increasingly multimodal - they include visual, spoken and/or written language As students progress through school the genres students are expected to comprehend and compose become more complex and, in the secondary years, are increasingly macro-genres.
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Slide 4: Why Teach Genre? When students understand how language works in different contexts they can: be more confident that they understand the purpose and structure of the texts they comprehend and compose in the different learning areas, particularly for assessment purposes make more informed literacy choices more effectively meet curriculum standards
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5 Observation recount Personal recounts of shared events Recounts of significant personal experiences Simple autobiography More complex historical recounts Biographies of famous people Memoirs both imaginative and actual Simple procedure of everyday process Simple procedure to make something tangible Procedural recount More detailed and technical procedure Procedure with two fields Procedure involving more abstract phenomena ‘Hard news’ recounts, Simple labelling of common objects Simple classifying or compositional reports on a common living or non-living things More detailed, technical reports More detailed description of familiar people, places or objects Simple descriptive report on a common animal, product or cultural artefact Highly technical and detailed reports as part of a macro- genre Complex description of a person, character or cultural object or phenomena Simple comparative reports Simple protocols Simple historical recounts Recounts of significant events Procedure as part of a macro-genre Recount as part of a macro-genre Report as part of a macro-genre Topographic procedure in tourist guides and promotional material RECOUNTING INSTRUCTING DESCRIBING & ORGANISING From How Language Works: success in literacy and learning course 2010, module 1 5 5 5
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6 Simple factorial and consequential explanations Sequential explanation of un-observable phenomena More complex factorial and consequential explanations Causal explanations with complex chains of causality Sequential explanation of a concrete, observable process Simple causal explanation of concrete phenomena More complex historical accounts Simple historical account Theoretical explanation Listening to and reading of a range of narratives More complex narratives using less conventional plots and themes Simple narratives with predictable staging Interpreting the message of longer more detailed narratives that deal with universal themes Personal responses to more complex narratives Reviewing a culturally significant narrative Critical response to a culturally significant narrative Simple argument—discussion on issue of immediate interest Arguments-discussions in the media including letters to the editor, editorials and feature articles Simple arguments—discussions that deal with issues of community concern Arguments—discussions that deal with broader issues of national and international interest Formal debate on relevant national and international issues Complex argument—discussion dealing with significant issues and themes Simple formal debate on issues of community concern Re-telling of well known narratives Explanation as part of a simple macro-genre Explanation as part of a more complex macro-genre Complex argument—discussion as part of a macro-genre Simple argument—discussion as part of a macro-genre EXPLAINING NARRATING & REACTING ARGUING From How Language Works: success in literacy and learning course 2010, module 1 6 6 6
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Slide 7: Activity 1 1. Form groups:
Primary School: participants from a range of sequential year levels Secondary School: participants grouped in learning areas 2. Individually list genres you teach 3. Share with your group 4. Develop an agreed summary of genres on the genre templates provided
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Slide 11 : Activity 2 Developing a draft school genre map
Use the blank templates provided to develop a genre map for your level of schooling of schooling/ learning area Some additional resources/examples are also provided
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Slide 12 : Revision of Key Ideas
A school genre map is a useful tool to ensure that genres are : taught explicitly and systematically integrated into the relevant learning areas Teachers need to understand the language demands of the genres
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Slide 13 : Revision of Key Ideas
In the In the context of curriculum requirements: a range of school genres can be identified with each genre having a particular purpose each learning area values particular genres which are commonly key texts students compose for assessment each genre family increases in complexity through the years of schooling in the secondary years assessment genres become increasingly complex and are commonly macrogenres
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Slide 14: Next Steps What is the process for:
finalising the school genre map? ensuring that teachers have the opportunity and support to: deepen their knowledge of the language and visual demands of the genres? ensure explicit and systematic teaching of these demands?
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