Genre Pedagogy in Higher Education: The SLATE Project by Shoshana J. Dreyfus, Sally Humphrey, Ahmar Mahboob, James R.

By Shoshana J. Dreyfus, Sally Humphrey, Ahmar Mahboob, James R. Martin

Based on a wide motion study venture, this booklet elaborates on how genre-based pedagogy may be prolonged to have interaction non-English conversing historical past scholars in tertiary academic associations to increase their educational literacy perform, utilizing on-line resources.

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Extra info for Genre Pedagogy in Higher Education: The SLATE Project

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For reasons of space and focus, two further theoretical parameters have not been introduced here, namely instantiation and individuation. These embryonic parameters are currently undergoing intensive development in SFL research (for discussion see Bednarek & Martin, 2010; Matthiessen & Halliday, 2009). Aspects of this ongoing work on the relation of system to text, and of communities to identity, will however be taken up as required in subsequent chapters. Butt et al. (2012) and Eggins (1994) provide accessible introductions to SFL as a model of language and context.

Key tenets of neoclassical capitalism are explicitly denied: The world as it is didn’t just happen. we don’t have to give in to the system, and the accumulation of money in our hands doesn’t automatically lead to happiness. And Sherlock urges a more balanced approach to financial life, telling us what not to value and how not to behave: Work hard, make money, sure – but don’t make it your idol I don’t see accumulating money in itself as an evil act. Don’t screw everyone, don’t screw up the planet, The realignment unfolds through a rhetoric of revelation (in response to Swyngedouw’s teaching), as Sherlock comes to see the light, and to position us to reaffiliate too: What, I wondered, was this guy getting at?

I don’t see [[accumulating money]] in itself as an evil act. Pushing further, some of the words making up these groups and phrases have internal structure of their own. So we find the verbal suffix -ing in accumulating, the negative -n’t suffix in don’t, the possessive suffix5 -’ – linking coffee workers to their pay slips – and the -s suffix pluralising fields, tariffs, workers, and slips. accumulat-ing do-n’t workers-’ field-s/tariff-s/worker-s/slip-s These patterns reflect the way in which grammatical choices sort themselves out according to the size of unit they classify.

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