Characterizing and Teaching Genre
(An On-going Quest)
Ann M. Johns, San Diego State University (ajohns@cox.net)
(http://www-rohan.sdsu.edu/~annjohns/)
AAAL Conference, April 24, 2007
References, in order of first mention:
Why focus on the novice student?
Leki, I. (2003). A challenge to second language writing professionals:
Is writing overrated? In Kroll, B. (Ed.). Exploring the dynamics of second
language writing (pp. 315-32). New York: Cambridge University Press.
Swales, J. M. & Feak, C.B. (2004). Academic writing for graduate students: Essential
tasks and skills (2nd ed.). Ann Arbor: University of Michigan Press.
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How far should we go? TESOL Quarterly, 22, 29-52.
Atkinson, D. & Ramanathan, V. (1995). Cultures of writing: An ethnographic
comparison of L1 and L2 university writing/language programs. TESOL
Quarterly, 29, 539-68.
Leki, I. & Carson, J. (1997). Completely different worlds: EAP and
the writing experiences of ESL students in university courses. TESOL Quarterly,
31: 231-55.
Swales, J. M. (1990). Genre analysis: English in academic and research settings.
Cambridge: Cambridge University Press.
Freedman, A. (1993). Show and tell? The role of explicit teaching in the learning
of new genres. Research in the Teaching of English, 27, 222-251.
Macbeth, K.P. (November, 2006). Diverse, unforeseen, and quaint difficulties:
The sensible responses of novices to learning to follow directions in academic
writing. Research in the Teaching of English, 41, 108-207.
Bartholomae, D. (1985). Inventing the university. In Rose, M. (Ed.).
When a writer can’t write: Studies in writer’s block and other composing process
problems (pp. 134-65). New York: Guilford Press.
Russell, D. & Fisher, D. (March, 2007, manuscript). On-line multimedia case studies for
professional education: Revisioning concepts of genre recognition.
Johns, A.M. (1997) Text, role, and context: Developing academic literacies. New York:
Cambridge University Press
How is genre characterized?
Bazerman, C. (1997). The life of genre, the life in the classroom. In W. Bishop &
Ostrom H. (Eds.). Genre and writing: Issues, arguments and alternatives (pp. 1926). Portsmouth, NJ: Boynton/Cook.
Grabe, W. & Kaplan, R.B. (1996). Theory and practice of writing. London: Longman.
“Characterizing and Teaching Genre (An On-going Quest),”
Ann M. Johns, AAAL Conference, April, 2007.
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Samraj, B. (2002). Texts and contextual layers: Academic writing in content courses. In
Johns, A.M. (Ed.). Genre in the classroom: Multiple perspectives (pp. 163-78).
Mahwah, NJ: Lawrence Erlbaum.
Rose, D. (2006). (handout). Learning to read; reading to learn.
Rose, D. (1997). Science, technology, and technical literacies. In Christie, F. & Martin,
J.R. (Eds.). Genres and institutions: Social processes in the workplace and school
(pp. 40-72). London: Pinter.
Bhatia, V.K. (2004). Worlds of written discourse: A genre-based view. London:
Continuum.
Miller, C. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-67.
Coe, R.M. (2006) Crossing the boundaries of genre studies. [Co-written with A. Johns,
A. Bawarshi, K. Hyland, B. Paltridge, M. J. Reiff, and C.M. Tardy.]
Journal of Second Language Writing, 15, 234-49.
Hasan, R. (1985). The structure of text. In Halliday, M.A.K. & Hasan, R. (Eds.)
Language, context, and text (pp. 52-69). Geelong, Victoria: Deakin University
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Chen, R. & Hyon, S. (in press). Faculty evaluation as a genre system: Negotiating
intertextuality and interpersonality. Journal of Applied Linguistics.
Schleppergrell, M. & Oliveira, L.C. (2006). An integrated language and content
approach for history teachers. Journal of English for Academic Purposes (JEAP),
5, 254-269. [Special issue: Academic English in Secondary Schools, co-edited by
Johns, A.M & Snow, M.A.]
Mohan, B. & Slater, T. (2006). Examining the theory/practice relation in high school
science register: A functional linguistic perspective. JEAP, 5, 302-16.
Berkenkotter, C. & Huckin, T.N. (1995). Genre knowledge in disciplinary
communication: Cognition/culture/power. Mahwah, NJ: Lawrence
Erlbaum.
How might the problem be solved?
Hyon, S. (1996). Genres in three traditions: Implications for ESL. TESOL Quarterly,
30, 693-722.
The New Rhetoric
Russell, D. (1997). Rethinking genre in school and society: An activity theory
analysis. Written Communication, 14, 504-54.
Coe, R.M. (1994). Teaching genre as process. In Freedman, A. & Medway, P.
(Eds.). Learning and teaching genres (pp. 157-72). Portsmouth, NH:
Heinemann/Boynton-Cook.
Devitt, A., Reiff, M.J., & Bawarshi, A. (2004). Scenes of writing: Strategies for
composing with genres. London: Longman.
Tardy, C.M. (2006). Researching first and second language genre learning:
A comparative review and a look ahead. Journal of Second Language Writing, 15,
79-101.
Bawarshi, A. (2003). Genre and the invention of the writer. Logan, Utah: Utah State
“Characterizing and Teaching Genre (An On-going Quest),”
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University Press.
Johns, A.M. (2007). AVID college readiness: Working with sources. San Diego, CA:
AVID Center.
English for Specific Purposes
Flowerdew, J. (2002). Genre in the classroom: A linguistic approach. In Johns, A.M.
Genre in the Classroom: Multiple perspectives (pp. 91-104). Mahwah, NJ:
Lawrence Erlbaum.
Swales, J.M. (1998). Other floors, other voices: A textography of a small
university building. Mahwah, NJ: Lawrence Erlbaum.
Hyland, K. (1999). Talking to students: Metadiscourse in introductory textbooks.
English for Specific Purposes, 18, 3-26.
Hyland, K. (1998). Hedging in scientific research papers. Amsterdam: Benjamins.
Hyland, K. (2005). Stance and engagement: A model of interaction in
academic discourse. Discourse Studies, 7, 173- 192.
Bhatia, V.K. (1993). Analyzing genre: Language use in professional settings.
London: Longman.
Patridge, B. (2001). Genre and the language learning classroom. Ann Arbor:
University of Michigan Press.
Paltridge, B. (2006). In “Crossing the boundaries of genre studies.” JSLW.
Samraj, B. (2004). Discourse features of the student-produced academic research paper:
Variations across disciplinary courses. JEAP, 3, 5-22.
Systemic Functional Linguistics (“The Sydney School”)
Christie, F. (1991). Literacy in Australia. Annual Review of Applied Linguisitics,
12, 142-55.
Martin, J.R. (1993). Genre and literacy---modeling context in educational
linguistics. Annual Review of Applied Linguistics, 13, 141-72.
Martin, J.R. (1998). Mentoring semogenesis: “Genre-based” literacy pedagogy.
In Christie, F. (Ed.). Pedagogy and the shaping of consciousness:
Linguistic and social processes. London: Cassell.
Eggins, S. (2004). An introduction to Systemic Functional Linguistics.
London: Continuum.
Macken-Horarik, M. (2002). “Something to shoot for”: A Systemic Functional
approach to teaching genre in secondary science. In Johns, A.M. (Ed.).
Genre in the classroom: Multiple perspectives (pp. 17-42).
Feez, S. (1998). Text-based syllabus design. Sydney, Australia: Macquarie University.
What, then, are some promising possibilities?
An Interdisciplinary Learning Community
Johns, A.M. (2001). An interdisciplinary, interinstitutional, learning communities
program: Student involvement and student success. In Leki, I. (Ed.). Academic
“Characterizing and Teaching Genre (An On-going Quest),”
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writing programs (pp. 61-72). Alexandria, VA: TESOL.
Johns, T. & Dudley-Evans, A. (1980). An experiment in team-teaching of overseas
postgraduate students of transportation and biology. In Swales, J.M.
Episodes in ESP (1988). (pp. 137-55). London: Pergamon Press.
Harklau, L. (1999). The ESL learning environment in secondary school. In Faltis, C.J. &
Wolfe, P. (Eds.). So much to say: Adolescents, bilingualism, and ESL in
secondary school (pp. 105-37). New York: Teachers College Press.
Short, D. (1999). Integrating language and content for effective sheltered English
programs. In Faltis and Wolfe (pp. 105-137).
General EAP: Grouping Disciplinary Responses into “Macro-genres”
Carter, M. (February, 2007). Ways of knowing, doing, and writing in the disciplines.
College Composition and Communication, 58, 385-418.
Dutro, S. & Moran, C. (2003). Rethinking English language instruction: An architectural
approach. In Garcia, G. (Ed.). English learners: Reaching the highest level of
English literacy (pp. 227-258). Newark, NJ: International Reading
Association.
Related references:
Bazerman, C. & Prior, P. (Eds.). (2004). What writing does and how it does it: An
introduction to analyzing texts and textual practices. Mahwah, NJ: Lawrence
Erlbaum.
Coe, R.M., Lingard, L. & Teslenko, T. (2002). The rhetoric and ideology
of genre. Cresskill, NJ: Hampshire: Hampton Press.
Hasan, R. & Williams, G. (Eds.) (1996). Literacy in society. London: Longman.
Hyland, K. (2003). Genre-based pedagogies: A social response to process.
Journal of Second Language Writing, 12, 17-29.
Johns, A.M. (2003). Genre in the ESL/EFL composition instruction. In Kroll, B.
(Ed.). Exploring the dynamics of second language writing (pp. 195-217).
New York: Cambridge University Press.
Martin, J.R. (1992). English text: System and structure. Amsterdam: Benjamins.
Ramanathan, V. & Kaplan, R.B. (2000). Genres, authors, discourse communities:
Theory and application for L2 writers. Journal of Second Language
Writing, 9, 171-192.
Rose, D. (2004). Sequencing and pacing of the hidden curriculum:
How indigenous learners are left out of the chain. In Muller, J. N., Davies, B., &
Morais, A. (Eds.). Reading Bernstein, researching Bernstein. (pp. 91-107).
London: RoutledgeFalmer.
“Characterizing and Teaching Genre (An On-going Quest),”
Ann M. Johns, AAAL Conference, April, 2007.
4
“Characterizing and Teaching Genre (An On-going Quest),”
Ann M. Johns, AAAL Conference, April, 2007.
5