‘‘Genre Means : : : ’’: A Critical Discourse Analysis Of Fourth Grade Talk About Genre  

Oleh:

Schaenen, Inda

Jenis: Article from Journal - e-Journal
Dalam koleksi: Critical Inquiry in Language Studies vol. 7 no. 1 (2010), page 28-53.
Fulltext: Vol 7, no 1, p 28-53.pdf (218.17KB)

Isi artikel

This action research study investigates how genre theory can be integrated into the practice of a writing enrichment program and how the frameworks of Critical Discourse Analysis and Multimodal Analysis can help assess and improve both student learning and teacher practice. A multilayered exploration of teacher- student discourse in an urban public elementary school in the Midwest United States discloses the various ways in which the concept of genre is both successfully and unsuccessfully constructed among fourth-grade students. Grounded in sociocultural and genre theory, I define and develop a three-way understanding of the word genre: genre as a literary term; genre referring to the analytical tool used in CDA as developed by Fairclough; and Genre, referring to pedagogical theories which suggest that social purpose is at the heart of all text making and must be considered and made explicit when teaching about genre.

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