Beyond the Text: Towards Understanding the Teaching and Learning of Genres

Abstract

s Miller's article "Genre as Social Action" (1984/1994) launched a new field of inquiry, most aptly named rhetorical genre studies (RGS). Her reconceptualization of genre did more than illuminate a heretofore neglected area of composition studies; it cast a new light on all the central issues of writing theory and pedagogy. This commentary focuses on key strands in this rethinking of genre and composition, with the aim of highlighting those elements with implications for teaching and learning. My concern is not to propose a new pedagogy deriving from RGS but rather to point to issues that should form part of the frame or theoretic context within which teachers who have experience within the relevant learning contexts can select or invent appropriate strategies and approaches.

Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

“…When L2 students are left to discover for themselves the complexities of how language works in different genres, they are likely to be thrown back on the discourse conventions of their own cultures (Christie, 1999). Then they may fail to produce texts that are either contextually adequate or educationally valued in the Australian context (Freedman, 1993(Freedman, , 1999Freedman & Medways, 1994).…”

“…Their view is influenced by post structuralism and first language composition theories rather than second language acquisition theories, and is based on ethnographic, rather than linguistic perspectives (Hyland, 2007;Hyon, 1996). The NRG theorists focus on unpacking the complex relations between texts and contexts regarding their underpinning ideologies, expressed political beliefs, and cultural and social notions (Freedman, 1999). Miller (1984), one of most prolific NRG scholars, refers to genre as 'social action' that constitutes society's repeated rhetorical strategies.…”

Key Concepts in Rhetorical Genre Studies: An Overview

“…RGS provides us with a new and radically different perspective on genre learning as opposed to the traditional view that genres (that is, their textual features) can and should be explicitly taught in the classroom. Explicit teaching of genre features 10 and the dangers of creating simulations in the classroom and trying to teach genres through simulated tasks have been fully discussed in the RGS literature (e.g., Freedman, 1993Freedman, , 1994Freedman, , 1999Freedman & Artemeva, 1998). As Anne Freadman puts it, "the use of simulation techniques in the ceremonial frame of'straight' classroom practice subverts the simulated game: its stakes are no longer at stake; the stakes of playing are those of playing the usual work for marks and teacher's feedback game" (p. 48).…”

Responding to English Language Needs of Undergraduates: Challenges and Constraints

“…Some others believe that academic language is embedded within disciplinary cultures (Freedman, 1999;Hansen, 2000) and they question the generalizability of an academic discourse across various disciplines in a university. Samuda (2001) criticizes various approaches used in EAP teaching and stresses the importance of learner needs in curricular design.…”