presentation-teaching writing for secondary school

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GENRE-BASED THEORY:a genre : a class of communicative events, the members of which share

some set of communicative purposes (Swales :1990, p. 58).

For example, personal letters tell us about *their writers+ private stories, film reviews analyze movies for potential viewers, and police reportsdescribe what happened

all genres control a set of communicative purposes within certain social situationsand that each genre has its own structural quality according to thosecommunicative purposes (Swales ,1990, and Martin ,1984, cited in Kay and Dudley-Evans,1998: p.309)

Structural features : jncludestandards of organization structure : refer to how the text is sequencedlinguistic features common sets of linguistic features can constitute a text type


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APPLICATION :

One widely accepted classroom application of teachingEnglish using the genre- based approach is the teachingand learning cycle or also referred to as thecurriculum cycle. This cycle consists of four mainstages; they are building knowledge of field, modelling

of text, join construction of text and independentconstruction of text. It aims to provide support forlearners as they go through each stage of the cycle.(adapted from Paltridge (2001).


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1. Building knowledge of fieldThis stage focuses on building up a shared experience and cultural context about the topic of text. Theinteractions mostly happen between teacher and class, and students and students. The focus is on the contentinformation and the language of the genre of the text that is going to be used. It particularly focuses oncontrolling relevant vocabularies and grammatical patterns of the particular genre.

2. Modelling of text

This stage focuses on introducing particular genre though a model of text that deals with the field that thestudents have already explored in the stage of building knowledge of field. Through the model text, teacher andclass work together exploring the cultural context, social function, schematic structure, and linguistics featuresof the text using spoken language to focus on written text.

3. Join construction of textIn this stage, when students are already familiar with all of the features of a particular genre, teacher andstudents work together to construct texts that are similar to the text that have already being learnt in theprevious stage. In constructing the text, attention should be paid to the schematic structure, linguistic featuresand knowledge of the field of the text.

4. Independent construction of textIn this final stage, students are ready to work independently to produce their own text within the choosengenre. Teacher can let students to work on their own. In other words, teacher should minimize their support,scaffolding and interference on students learning process. It will provides students with the opportunity to

show their ability to create a text that has schematic structure, linguistic features and knowledge of the field inaccordance with the genre that is being studied.


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Barlett

(1932 )

Human memory isreconstructive in nature;memory does not consist

of the storage of allpreviously received

information. Instead, ourpast is represented in

schemas: active, organizedmasses of information that

constantly developing.

(Hoey,

(2001, p. 121).

Hoey describes schema asa way of organising

knowledge and experi-encein the brain. He suggests

that when one aspect of aschema isactivated, thewhole schema becomes

available to the reader and,inturn, affects the

interpretation of the text

Graesser (1981),

schema has mainly four kinds of functions. First,schema provides background knowledge tointerpret a specific event. Second, schema

provides background knowledge to infer beyond

the information given. Third, schema generatespredictions of events, actions, and information.

Fourth, schema helps the individual identifyregularities so that more attention can be

allocated to accommodating new information.

Supporting Theories : Schema Theory


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Supporting Theories : Metacognitivedual -coding theory of

information storage

(Paivio, 1991) :

information is processedand stored in memory intwo forms:

a. linguistic form (words or

statements)b. a nonlinguistic, visualform (mental pictures orphysical sensations).

Marzano, Pickering, and Pollock

(2001

The fact that education gives weight to theverbal processing of knowledge means that

students are left to generate their own visualrepresentations. Yet, it is well established that

showing children how to representinformation using the imagery form not onlystimulates but also increases activity in the

brain

Visual representations can be created andsupported by tools such as graphic organizers,

physical models, pictographs (i.e., symbolicpictures), and engaging students in kinestheticactivities, that is, activities that involve physical

movement


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STEPS : 4- EX 1 Building knowledge of field


3. Join construction of text

4. Independent constructionof text

eXplore ideas, experience, emotion,engage personally

eXplain & eXpose text type examples

eXercise

eXecute (application)

Identifying text, matching,arranging jumbledsentences/text

Concept map

(metacognitive approach) Composition


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free associations and links among ideas (e.g., webs or mind maps ),

depicting hierarchical information concept maps

time-sequence patterns chain of events , timelines

cause-effect relationships fishbone diagrams

Comparisons,

preferencesVenn diagrams

how a series of events or stages arerelated to one another in a repeating

process(e.g., life cycle diagrams )

Giving explanations, classifying,categorizing matrix

Making arguments NPR (now-proposed-reason)

Visual representations the most commonly used :graphic organizers


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Pollution

effect cars

factory

kinds

water

landair

waste

disease


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Pollution


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heavy/big

Manycompatible Applications

.

Light/small Limited

compatible Applications

..

sophisticated

Costly Needelectricity

LAPTOP TABLET


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matrix

home school

activties isolation socialize

interaction boring Learn from others

motivation Hard toconcentrate

Work as a team

.


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N-P-RNOW PROPOSED REASONOld school New equipment Better environmentShortage of teachers

New qualifiedteachers

Improved learning


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LETS PRACTICE


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LETS PRACTICE


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RecountsPurpose : The purpose of a recount is to retell events.The prefix re means again. So to recount is to state again.

Structure : There is often an opening or setting a of a scene. E.g. I went to the park.The events in a recount are often in the order that they happen (Chronologicalorder):

I went to the park and I saw a pond. The pond had ducks sitting at the side of it. A recount will often have a closing statement. E.g. I left the park and went home. Language features: Recounts are written in the past tense.

They can be written in the first or the third person1st person It is happening to the person writing the recount i.e. I went to the park.3rd person. An observer is telling it. Tom went to the park, there he saw a pond.The connectives in a recount are often: Next, then, after that.

Recounts focus on what an individual or a group of people were doing.The following are examples of recounts. Newspaper reports

Diaries.


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spoof One day, two villagers went to Jakarta. They went

to the biggest mall and saw shiny silver walls thatcould open and move apart and back together.They were amazed when an old lady rolled in tothe small room and the doors closed. A minutelater, the doors opened and a young beautifullady stepped out. The father said to his son Go,get your mother now.

The ending of the story is funny because theythought that the doors can change an old ladyinto a young beautiful lady. Whereas the doorswere actually elevator doors.


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exercises


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Lessons Procedure Recount Descriptive News Item

Report Hortatory Exposition Analytical Exposition Spoof Explanation Discussion Review Narratives

Choosing 2 favorite recipes & compare themChoosing 2 unforgettable moments & tell about them Think about your most favorite idol / most beloved boy/girl Think about your favorite place Think about your best birthday giftLatest news you read/hear/see

Data reportspeech

Argument reasoning - preferences The funniest moment/embarrassing moment jokes

Define somethingIssue pro-cons

Movie review

Chain story Video /picture/comic/


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CARRY OUT accomplis h, achiev e, carry throug h,consumm ate , discharge , effect ,

effectuate ,execute , finalize , fulfill, implement , meet ,perform , realize

enforce, implement, apply http://lana-cometorich.blogspot.com/2009/06/genre-based-

approach.html

http://aguswuryanto.wordpress.com/materi-pembelajaran-sma/ http://korea.academia.edu/TimDalby/Papers/947445/SchemaTheo

ry_GettingintotheMinds_ofyourLearners

http://journals.iupui.edu/index.php/teachingwriting/article/viewFile/680/656
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Differences between the Process Approach and the Genre Approach In the process approach, the steps or stages are illustrated and practiced from the generation of ideas and compilation of information through a series of activities for planning, gathering information, drafting, revising, and editing (Campbell, 1998, p. 11). This sequence of activities typically occurs in four stages: prewriting, composing/drafting, revising, and editing (Badger & White, 2000, p. 154). Prewriting is the phase of ideagathering. Drafting is the process of writing

a rough outline of what will be addressed. Once students produce a rough draft, they read it again and share it with peers or a 35 teacher to receive comments. Then they make modifications to their writings based on the feedback from their peers or a teacher; revising, or elaborating on the first draft, takes place at this point. Editing, correcting mechanical errors like spelling or punctuation, is the last stage. Proponents of the process approach argue that the procedures of process writing help learners to develop more effective ways of conveying meaning and to better comprehend the content that they want to express. They strongly believe that students can discover what they want to say and write more successfully through the process model than the genre approach, as the process approach is viewed as writercentered (Walsh, 2004, p. 15).

STEPS 4


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STEPS : 4- EX 1 Building knowledge of field


3. Join construction of text

4. Independent constructionof text

eXplore ideas, experience, emotion,

engage personally

eXplain & eXpose text type examples

eXercise

eXecute (application)

Identifying text, matching,arranging jumbledsentences/text

Concept map

(metacognitive approach) Composition

presentation-teaching writing for secondary school

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