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Figure 2. Applying the Cycle: A Written Procedure Genre
Building Knowledge of the Field Modelling the Text
Bibliography Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth,
NH: Heinemann. Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge. Paltridge, B. (2001). Genre and the language learning classroom. University of Michigan Press. Rose, D. (2012). Genre in the Sydney school. The Routledge handbook of discourse analysis, 209-225.
Scaffolding Procedure Genres with Teaching-Learning Cycles
IntroductionVariouslyknownastheteaching-learningcycleorthecurriculumcycle,thispedagogygrewout
oftheSydneySchoolofgenrestudies.Itwasoriginallyan‘explicitteaching’alternativetoprocessapproachestoempowermarginalizedprimarystudents(Gibbons,2002)comprisingthefourstagesoutlinedinFigure1,detailedinFigure2.ItisVygotskian,assumingthatlanguageismediatedthroughexpert-noviceandpeersocialinteractionsaslearnersmovetowardsmasteryofthegenrethroughrepetitionsofthecycleandsharedexperiences(Hyland,2007;Rose,2010).
Socialinteractionsandsharedexperiencearehighlightedinthepracticedescribedherebyapplyingthecycletoscienceandengineeringgroupprojectsandawrittenprocedure(process)genre(Figure2).Thegenrefeatures,includingculturalcontextandsocialfunction,arehighlightedbystudentsworkingwithonegenreintwomodes,astheyrecastrelativelysimple“situationallyembedded”spokeninstructionsintoahighlyelaboratedwrittenreport(Gibbons,2002,p.42).
Task1:1. Showpictureofa
finishedmotor.2. Presentjumbledsteps
ofprocesstakenfromvideo.
3. Groupscheckvocabulary,discusspossibleorderofsteps.
Task11. Analyzemodelsofsamegenresinadifferentfield(Making
aslingshot).2. Givespokeninstructionsofhowtomakeslingshot.3. Arrangejumbledwrittendescriptionofhowtomakea
slingshot.Task2Notelinguistic/stylisticsimilarities(sequencetransitions,purpose,method,means)anddifferences(verbforms,tense,elaboratedtransitions).
(Spoken)Howtomakeaslingshot
1. First,dividedisposablechopsticksinhalfbypullingthemapart.
2. Then,putthetwochopsticksbacktogetheragainbyhandandjointhemabout10mmfromoneendwitharubberband.
3. Next,divideanotherpairofchopsticksandcutoneroughlyinhalf,about70cmlong,withacutter.
4. …
(Written)ProcedureformakingaslingshotTheprocedureformakingaslingshotconsistedofthefollowingsteps.First,chopsticksweredividedbypullingthemapart,andthenthetwochopstickswereputbacktogetheragainbyhand.Next,arubberbandwaswoundaroundthetwochopsticksabout10mmfromtheirendsinordertosecurethemtogether.Aftersecuringthem,anotherchopstickwassplit,thenonepiecewascut
Task11. Groupsmakeanelectricmotor.l UseinstructionsfromYouTubefor
languageandtechnicalreference.2. Keeplabnotes(flowchart)l Whattheyactuallydid.l Includeproblemsandsolutions
(debugging).l Inspokenstyle.
Task2:1. WatchYouTubevideo
athome.2. Putstepsincorrect
order.3. Noteverbformsand
tense.4. Enternewvocabinto
vocabnotebooks.5. Checkwithpeersand
teacherinnextclass.
Figure 1. The Systemic Teaching and Learning Cycle (Hammond et al. 1992, p. 17, in Paltridge, 2001, p. 31)
Task1Writeawrittenreportonmakingamotor.Thefirstdraft:l Usethegroup-constructedlabnotes.l Changelinguisticformsandstructurefrom
spokentowrittenmode.
Task2Peercheck,bothingroupandamonggroups.Writeaseconddraft.
Joint Construction of Text
Independent Construction of Text
Task21. Groupstestandcompare
motors.l Dotheymeetspecs?l Whichmotorhashighest
specs?
Conclusionl Aftercompletingthecycle,anothercycleofthesamegenreshouldbecompleted.l Inthiscourse,theproceduregenreisrepeatedasanembeddedgenrewithinthemacro-genre“engineeringlab
report.l Thatprojectincludesanotherembeddedgenre,“extendeddefinition.”
2.Practice
Task3Exercises:l changinglinguisticandstylisticfeaturesfrom
spokentowrittenmode.l Irregularverbsbecomeamajorlinguisticfocus.
Task3Teachercheck,writeathirddraft.Submitlabnotes,outline,alldrafts.
ColinRundleSokaUniversity,[email protected]
1.Theory
