Genre and Institutions: Social Processes in the Workplace and SchoolFrances Christie, J. R. Martin A&C Black, 2005年11月17日 - 272 頁 This book examines genres as instances of social processes, enacting a range of important institutional practices, hence also shaping people's subjectivities. Genres represent purposive and staged ways of building means in a culture. The book's particular claim to originality is that, using systemic functional grammar, it demonstrates how given genres build or enact social practice, how educational setting provide contexts in which some apprenticeship into such genres occurs, and how theorizing about such matters helps build a theory of social action, revealing how powerful is the systemic functional analysis in addressing questions concerning the social construction of reality. The discussion is built around extensive analysis of instances of texts collected in a number of worksites and school settings. While most are instances of written genres, some are spoken, most notably the chapter that is devoted to the discussion of the spoken classroom texts in which the teaching and learning of the written genres take place. |
內容
functional parameters J R Martin | 11 |
2 Science technology and technical literacies David Rose | 36 |
organizing human activity in formal institutions Kick ledema | 69 |
the narrative impulse in massmedia hard news reporting Peter White | 97 |
5 Curriculum macrogenres as forms of initiation into a culture Frances Christie | 130 |
apprenticeship into scientific discourse in the secondary school Robert Veel | 157 |
an investigation into secondary school history Caroline Coffin | 192 |
exploring experience through story Joan Rothery and Maree Stenglin | 227 |
Index | 261 |
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常見字詞
Aboriginal abstract activity sequence analysis Appeal to Consequence APPRAISAL argument Australian behaviour blast furnace gas brassert causal choices Christie classroom clause Command conjunctions construction construed context culture curriculum genre Deakin University density directive discussion displaced fluid disruption elements English Eora Evaluation event story example exemplum field Figure foregrounded function Gareth Evans grammatical metaphor Halliday hard news report Hasan historical recount ideational Iedema Indonesia instructional register interpersonal meanings involved issues report Jenny JUDGEMENT knives language learning lexical linguistic Literacy logical macrogenre Martin material Process metafunctions Michael Halliday modality Mururoa atoll narrative nominal organization Orientation Papeete pedagogic discourse Pemulwuy perspective precipitators procedure reader realized recontextualized regulative register relations relationship role Rothery school science scientific secondary school semiotic significance social stage story genres structure Sydney Systemic Linguistics Tahiti teacher textual tion types University of Sydney writing
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第 8 頁 - Series , to which this book makes a significant contribution, is 'open' in two senses. First, it provides an open forum for works associated with any school of linguistics or with none. Linguistics has now emerged from a period in which many (but never all) of the most lively minds in the subject seemed to assume that...
第 8 頁 - open' in two senses. First, it provides a forum for works associated with any school of linguistics or with none. Most practising linguists have long since outgrown the unhealthy assumption that theorizing about language should be left to those working in the generativist-formalist paradigm.
第 8 頁 - ... fairly closely derived from it — would provide the main theoretical framework for linguistics for the foreseeable future. In Kuhn's terms, linguistics had appeared to some to have reached the 'paradigm
第 8 頁 - The second sense in which the series is 'open' is that it encourages works that open out 'core' linguistics in various ways: to encompass discourse and the description of natural texts; to explore the...