Young Children's Writing: From Spoken To Written Genre  

Oleh:

Christie, Frances

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 1 no. 1 (1987), page 3-13.
Fulltext: Vol.01, no 1, p 3-13.pdf (754.93KB)

Isi artikel

Abstract. This paper reports on some aspects of an investigation into young children's writing development. The object was to consider the kinds of written genres the children produce and why they produce them. Martin & Rothery (1980-1981) had proposed a typology of children's written genres. The writer sought to examine how these were generated, and this led to an investigation of the curriculum context, more specifically of the spoken discourse in which the writing tasks were generated. The pattern of classroom discourse, it is argued, is itself a genre — a 'staged goal-oriented, purposeful activity'. By means of using Halliday's Functional Grammar (1985), it is argued that we may demonstrate both (i) the ways in which meanings are generated in the discourse patterns, and (ii) the relationship of the meanings of the written genres to the meanings of the spoken genre. This focus upon meanings and upon how these are realised in texts is invaluable in revealing a great deal about the kinds of knowledge valued in the junior primary school. In general, a preoccupation with exploration of personal experience makes for very limited perceptions of the content worth dealing with, and this in turn makes for very limited perceptions of the kinds of written genres children should produce. Teacher education should seek to change both views about the knowledge worth exploring in the junior primary school and about the kinds of written genres children should be encouraged to write.

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