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A Genre - Based
Approach
 To Teach Grammar
Genre
French Word
 means ‘kind’ or ‘sort
Latin Word – Genus
 a loose set of criteria for a category of
 composition
Genre
 A vague categories with no fixed
  boundaries. It is sometimes confined
  to art and culture, literature
  particularly.
 In genre, works are recognized as
  either reflecting on or participating in
  the conventions of genre.
 Genres are not fixed. They change
  over time, reflecting changes in
  society.
Genre
It allows teacher to :
 Collect real samples of appropriate texts
 Design activities to foster understanding of
   the genre
 Draw attention to key vocabulary and
   grammatical structures associated with that
   genre
 Demonstrate to the students how these
   interact with the who, what, where, when,
   how, and why of the text in terms of situation
   and context, allowing relationship between
   culture and language to be directly
   addressed.
Descriptive Text
   A descriptive text is a text which lists
    the characteristics of something.

Type of Descriptive Text
 Autobiography, magazine (car
 magazine, fashion magazine, etc)
Purpose / Social Function
   To describe a particular person, place
    or thing
Generic Structure
   Identification
    Identify phenomenon to be described.
    Introduction where or who is the subject
      being
    described.
   Description
    Describe
    parts, qualities, characteristics, appearance
    , use, habit.
    The supporting part of the paragraph to
    describe in detail to assist the reader to ‘
    see’ and ‘ feel ‘ the subject.
Language Feature
 Focus on specific participants
 The use of adjectives and compound
  adjectives
    Debby is brown – skinned
    Debby looks attractive and beautiful
   The use of linking verbs
    She always appears young
    John is a model from Jakarta
 The use of Simple Present Tense
 The use of Degree of comparison
Procedure
   A factual piece of writing that instructs
    the reader how to do something.

Examples of a procedure :
 Recipes, sets of instructions, manuals,
 directions, science experiment, rules
 of games.
Purpose / Social Function
   To describe (or instruct) how
    something is done through a series of
    sequences and steps
Generic Structure
   Statement of goal
    Title of an introductory paragraph
    The final goal of doing instruction
   List of materials
    Needed for doing the procedure which may be a list or
    a paragraph
    Ingredients, utensils, materials to do the instruction
   Sequence of steps
    In the order they need to be done which may use
    number
    A set of instruction to achieve the final purpose
    It uses words such as now, next and after this. Each
    step usually begins with a command such as add, stir or
    push.
Language Feature
   Written in the imperative
    Sift the flour

   In chronological order
    First, next

 Use of number, alphabet or bullet
  points and color to signal order
 Focus on the generalized human
  agents rather than named individuals
Narrative
   To entertain and inform
Purpose / Social Function
   To amuse or entertain the reader /
    listener with actual or imaginary
    experience in different ways. Narrative
    always deal with some problems
    which lead to the climax and then turn
    into the solution to the problems.
Generic Structure
   Orientation
    Introduction of setting and characters
   Complication
    A problem arises followed by other problems
   Evaluation
    Reaction to the complication
   Resolution
    Solution to the complication are found
   Coda (optional)
    Message to the reader
Language Feature
   The use of dialogues
   The use of Simple Past Tense
   The use of :
    ◦   Action Verbs      : walk, sleep, wake up
    ◦   Saying Verbs      : say, tell, ask
    ◦   Thinking Verbs    : think, assume, decide
    ◦   Feeling Verbs     : feel
    ◦   Verbs of senses   : smell, taste, hear
   The use of adverbial phrase of time and place
    in the garden, two days ago
   The use of connectives
    first, before that, then, finally
   The use of noun phrase
Recount Text
   A Recount is the reconstruction of past
    experience. It is the use of language
    to share a past experience and to
    interpret it.
Purpose / Social Function
 Expressions of attitude and feeling –
  made by the narrator about the
  events.
 To retell and document a series of
  past events, experiences or
  achievements, and evaluate their
  significance in some ways.
Generic Structure
Orientation
 Sets time, place and participants. Provides
 information about 'who', 'where' and when'
Events
 A record of events, usually in temporal
 sequence (chronological order).
Evaluative Remarks
 These are interspersed throughout the record
 of events. / evaluate the events.
Re-orientation (Optional)
 rounds off the sequence of events. May end
 with personal comment or return to the
 present.
Language Features
 Focus on specific or individual participants
  (e.g. our dog, Mrs Jones)
 Focus on temporal sequence of events
    (e.g.then, On Monday, next, later)
   Use of past tense to locate events in relation
    to speaker’s or writer’s time
    (e.g. she smiled, it barked, he ran)
 Use of nouns and pronouns to identify
  people, animals or things involved
 Use of adjectives to describe nouns
 Use of adverbs or adverbial phrases to
  indicate place and time.
Report
Report is a text which presents
 information about something, as it is.
 It is as a result of systematic
 observation and analysis
Purpose / Social Function
   To describe they way things are. The
    things must be a representative of
    their class.
Generic Structure
1. General classification
  Introduces the topic of the report
  Stating classification of general aspect of
  thing; animal, public place, plant, etc which
  will be discussed in general
2. Description
  Describing the thing which will be discussed
  in detail; part per part , customs or deed for
  living creature and usage for materials
  Tell the shape / form, parts, behavior, habitat,
  way of survival
Language Feature
   Introducing group or general aspect
    Sparrows in general, not Sam the sparrow.
   Using simple present tense
    They nest
   Using conditional logical connection
    when, so, etc
   Non Chronological
News Items
   A text which informs readers about
    events of the day. The events are
    considered newsworthy or important.
Purpose / Social Function
   to inform readers about events of the
    day which are considered newsworthy
    or important
Generic Structure
   Newsworthy event
    Main Event
    Recounts the event in the summary form
   Background event
    It is an elaboration of what happened, to
    whom, in what circumstances
    (background, participant, time, place)
   Resource of information
    Comments by the participants in witnesses to
    and authorities expert on the event
Language Feature
 Information on the use of headlines
 The use of action verbs
    hit, attack, jolt
   The use of saying verbs
    said, added, claimed
   The use of passive sentences
    The victim was hit by Tsunami in 2004
Spoof
 A text which tells factual
 story, happened in the past time with
 unpredictable and funny ending.
Purpose / Social Function
 To entertain and share the story
 To tell an event with humorous twist
Generic Structure
 Orientation
  Who were involved in a story, when,
  and where
 Events
  Tell what happened in chronological
  order
 Twist
  Provide the funniest part in the story
Language Feature
 Focusing on people, animals or certain
  things
 The use of simple past tense
 The use of action verbs
    ate, ran, walked, laughed
   The use of connective
    first, then, finally
   The use of adverbial phrases of time and
    place
    in the park, a week ago
   Told in a chronological order
Explanation Text
 A text which tells processes relating to
  forming of natural, social, scientific
  and cultural phenomena.
 Explanation text is to say 'why' and
  'how' of the forming of the
  phenomena.
 It is often found in science, geography
  and history text books.
Purpose / Social Function
   To explain the processes involved in
    the information and working of natural
    or socio-cultural phenomena
Generic Structure
   General Statement
    Positioning the reader
    Stating the phenomenon issues which are to
    be explained
   Sequenced Explanation
    Stating a series of steps which explain the
    phenomena
   Closing
Language Feature
 Featuring generic, non human
  participants
  sun, rain, etc
 The use of general and abstract noun
 The use of action verbs
 The use of passive voice
 The use of simple present tense
 The use of conjunction of time and
  cause
 The use of technical language
Analytical Exposition
   A text that elaborates the writer‘s idea
    about the phenomenon surrounding.

Types of analytical exposition text
 Newspaper editorials, debates,
 speeches
Purpose / Social Function
   Its social function is to persuade the
    reader that the idea is important
    matter.
Generic Structure
   Thesis
    Introduces topic and indicates writer’s position /
    opinion. The writer also outlines the main arguments
    to be presented. ( Issue of concern)
   Argument
    Arguments for and against the main points outlined in
    thesis in a series of statement that supports the
    writer’s point of view. (Reasons)
    Each argument stage consists of a ‘point and
    elaboration’ . In the elaboration, the argument is
    supported by evidence
   Reiteration
    The final stage restates the writer’s point of view.
Language Feature
   The use of emotive words
    alarmed, worried, disappointed
   Words that qualify arguments
    firstly, however, on the other hand, therefore
 The use of simple present tense
 The use of compound and complex
  sentence
Hortatory Expression
   A text which represent the attempt of
    the writer to have the addressee do
    something or act in certain way.
Purpose / Social Function
   To persuade the readers / listeners
    that something should be / should not
    be done in the case
Generic Structure
   Thesis
    Issue of concern
    The writer’s opinion
   Arguments
    Reasons
   Recommendation
    Stating what should be / should not be done
Language Feature
   Focusing on the writer
   The use of emotive words
    alarmed, worried, disappointed
   Words that qualify argument
    firstly, however, on the other hand, therefore
   The use of present tense
   The use of compound and complex sentence
   The use of modal and adverbs
    can, may, certainly, surely
   The use of subjective opinion using pronoun
    I, we
   The use of passive voice
Discussion
 A text which present a problematic
  discourse. This problem will be
  discussed from different viewpoints.
 It is commonly found in philosophical,
  historic, and social text.
Purpose / Social Function
   To present information and opinions
    about more than one side of an issue
Generic Structure
   Statement of issue
    Stating the issue which is to discussed
    Presenting the issue
   List of supporting points
    presenting the point in in supporting the presented
    issue
   List of contrastive point
    presenting other points which disagree to the
    supporting point
   Recommendation
    stating the writer' s recommendation of the discourse
    A conclusion
Language Feature
   Introducing category or generic participant
   Using relating verbs
    is, are, etc
   Using thinking verb
    feel, hope, believe, etc
   Using additive, contrastive, and causal
    connection
    similarly, on the hand, however, etc
   Using modalities
    must, should, could, may, etc
   Using adverbial of manner
    deliberately, hopefully, etc
Review
   A criticize or evaluation of an art work
    or event for a public audience
Purpose / Social Function
 To summarize, analyze, and respond
  to art works
 To criticize an art work or event for
  public
Generic Structure
   Orientation
    Background information on the text
   Interpretative Recount
    Summary of an art work
    Including characters and plot
   Evaluation
    Concluding statement, judgment, opinion or
    recommendation
   Evaluative Summation
    The last opinion consisting of the appraisal of
    the art work being reviewed.
Language Feature
 Focus on specific participants
 Using adjectives
 Using long and complex clauses
 Using metaphor
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a genre based approach

  • 1. A Genre - Based Approach To Teach Grammar
  • 2. Genre French Word means ‘kind’ or ‘sort Latin Word – Genus a loose set of criteria for a category of composition
  • 3. Genre  A vague categories with no fixed boundaries. It is sometimes confined to art and culture, literature particularly.  In genre, works are recognized as either reflecting on or participating in the conventions of genre.  Genres are not fixed. They change over time, reflecting changes in society.
  • 4. Genre It allows teacher to :  Collect real samples of appropriate texts  Design activities to foster understanding of the genre  Draw attention to key vocabulary and grammatical structures associated with that genre  Demonstrate to the students how these interact with the who, what, where, when, how, and why of the text in terms of situation and context, allowing relationship between culture and language to be directly addressed.
  • 5. Descriptive Text  A descriptive text is a text which lists the characteristics of something. Type of Descriptive Text Autobiography, magazine (car magazine, fashion magazine, etc)
  • 6. Purpose / Social Function  To describe a particular person, place or thing
  • 7. Generic Structure  Identification Identify phenomenon to be described. Introduction where or who is the subject being described.  Description Describe parts, qualities, characteristics, appearance , use, habit. The supporting part of the paragraph to describe in detail to assist the reader to ‘ see’ and ‘ feel ‘ the subject.
  • 8. Language Feature  Focus on specific participants  The use of adjectives and compound adjectives Debby is brown – skinned Debby looks attractive and beautiful  The use of linking verbs She always appears young John is a model from Jakarta  The use of Simple Present Tense  The use of Degree of comparison
  • 9. Procedure  A factual piece of writing that instructs the reader how to do something. Examples of a procedure : Recipes, sets of instructions, manuals, directions, science experiment, rules of games.
  • 10. Purpose / Social Function  To describe (or instruct) how something is done through a series of sequences and steps
  • 11. Generic Structure  Statement of goal Title of an introductory paragraph The final goal of doing instruction  List of materials Needed for doing the procedure which may be a list or a paragraph Ingredients, utensils, materials to do the instruction  Sequence of steps In the order they need to be done which may use number A set of instruction to achieve the final purpose It uses words such as now, next and after this. Each step usually begins with a command such as add, stir or push.
  • 12. Language Feature  Written in the imperative Sift the flour  In chronological order First, next  Use of number, alphabet or bullet points and color to signal order  Focus on the generalized human agents rather than named individuals
  • 13. Narrative  To entertain and inform
  • 14. Purpose / Social Function  To amuse or entertain the reader / listener with actual or imaginary experience in different ways. Narrative always deal with some problems which lead to the climax and then turn into the solution to the problems.
  • 15. Generic Structure  Orientation Introduction of setting and characters  Complication A problem arises followed by other problems  Evaluation Reaction to the complication  Resolution Solution to the complication are found  Coda (optional) Message to the reader
  • 16. Language Feature  The use of dialogues  The use of Simple Past Tense  The use of : ◦ Action Verbs : walk, sleep, wake up ◦ Saying Verbs : say, tell, ask ◦ Thinking Verbs : think, assume, decide ◦ Feeling Verbs : feel ◦ Verbs of senses : smell, taste, hear  The use of adverbial phrase of time and place in the garden, two days ago  The use of connectives first, before that, then, finally  The use of noun phrase
  • 17. Recount Text  A Recount is the reconstruction of past experience. It is the use of language to share a past experience and to interpret it.
  • 18. Purpose / Social Function  Expressions of attitude and feeling – made by the narrator about the events.  To retell and document a series of past events, experiences or achievements, and evaluate their significance in some ways.
  • 19. Generic Structure Orientation Sets time, place and participants. Provides information about 'who', 'where' and when' Events A record of events, usually in temporal sequence (chronological order). Evaluative Remarks These are interspersed throughout the record of events. / evaluate the events. Re-orientation (Optional) rounds off the sequence of events. May end with personal comment or return to the present.
  • 20. Language Features  Focus on specific or individual participants (e.g. our dog, Mrs Jones)  Focus on temporal sequence of events (e.g.then, On Monday, next, later)  Use of past tense to locate events in relation to speaker’s or writer’s time (e.g. she smiled, it barked, he ran)  Use of nouns and pronouns to identify people, animals or things involved  Use of adjectives to describe nouns  Use of adverbs or adverbial phrases to indicate place and time.
  • 21. Report Report is a text which presents information about something, as it is.  It is as a result of systematic observation and analysis
  • 22. Purpose / Social Function  To describe they way things are. The things must be a representative of their class.
  • 23. Generic Structure 1. General classification Introduces the topic of the report Stating classification of general aspect of thing; animal, public place, plant, etc which will be discussed in general 2. Description Describing the thing which will be discussed in detail; part per part , customs or deed for living creature and usage for materials Tell the shape / form, parts, behavior, habitat, way of survival
  • 24. Language Feature  Introducing group or general aspect Sparrows in general, not Sam the sparrow.  Using simple present tense They nest  Using conditional logical connection when, so, etc  Non Chronological
  • 25. News Items  A text which informs readers about events of the day. The events are considered newsworthy or important.
  • 26. Purpose / Social Function  to inform readers about events of the day which are considered newsworthy or important
  • 27. Generic Structure  Newsworthy event Main Event Recounts the event in the summary form  Background event It is an elaboration of what happened, to whom, in what circumstances (background, participant, time, place)  Resource of information Comments by the participants in witnesses to and authorities expert on the event
  • 28. Language Feature  Information on the use of headlines  The use of action verbs hit, attack, jolt  The use of saying verbs said, added, claimed  The use of passive sentences The victim was hit by Tsunami in 2004
  • 29. Spoof A text which tells factual story, happened in the past time with unpredictable and funny ending.
  • 30. Purpose / Social Function  To entertain and share the story  To tell an event with humorous twist
  • 31. Generic Structure  Orientation Who were involved in a story, when, and where  Events Tell what happened in chronological order  Twist Provide the funniest part in the story
  • 32. Language Feature  Focusing on people, animals or certain things  The use of simple past tense  The use of action verbs ate, ran, walked, laughed  The use of connective first, then, finally  The use of adverbial phrases of time and place in the park, a week ago  Told in a chronological order
  • 33. Explanation Text  A text which tells processes relating to forming of natural, social, scientific and cultural phenomena.  Explanation text is to say 'why' and 'how' of the forming of the phenomena.  It is often found in science, geography and history text books.
  • 34. Purpose / Social Function  To explain the processes involved in the information and working of natural or socio-cultural phenomena
  • 35. Generic Structure  General Statement Positioning the reader Stating the phenomenon issues which are to be explained  Sequenced Explanation Stating a series of steps which explain the phenomena  Closing
  • 36. Language Feature  Featuring generic, non human participants sun, rain, etc  The use of general and abstract noun  The use of action verbs  The use of passive voice  The use of simple present tense  The use of conjunction of time and cause  The use of technical language
  • 37. Analytical Exposition  A text that elaborates the writer‘s idea about the phenomenon surrounding. Types of analytical exposition text Newspaper editorials, debates, speeches
  • 38. Purpose / Social Function  Its social function is to persuade the reader that the idea is important matter.
  • 39. Generic Structure  Thesis Introduces topic and indicates writer’s position / opinion. The writer also outlines the main arguments to be presented. ( Issue of concern)  Argument Arguments for and against the main points outlined in thesis in a series of statement that supports the writer’s point of view. (Reasons) Each argument stage consists of a ‘point and elaboration’ . In the elaboration, the argument is supported by evidence  Reiteration The final stage restates the writer’s point of view.
  • 40. Language Feature  The use of emotive words alarmed, worried, disappointed  Words that qualify arguments firstly, however, on the other hand, therefore  The use of simple present tense  The use of compound and complex sentence
  • 41. Hortatory Expression  A text which represent the attempt of the writer to have the addressee do something or act in certain way.
  • 42. Purpose / Social Function  To persuade the readers / listeners that something should be / should not be done in the case
  • 43. Generic Structure  Thesis Issue of concern The writer’s opinion  Arguments Reasons  Recommendation Stating what should be / should not be done
  • 44. Language Feature  Focusing on the writer  The use of emotive words alarmed, worried, disappointed  Words that qualify argument firstly, however, on the other hand, therefore  The use of present tense  The use of compound and complex sentence  The use of modal and adverbs can, may, certainly, surely  The use of subjective opinion using pronoun I, we  The use of passive voice
  • 45. Discussion  A text which present a problematic discourse. This problem will be discussed from different viewpoints.  It is commonly found in philosophical, historic, and social text.
  • 46. Purpose / Social Function  To present information and opinions about more than one side of an issue
  • 47. Generic Structure  Statement of issue Stating the issue which is to discussed Presenting the issue  List of supporting points presenting the point in in supporting the presented issue  List of contrastive point presenting other points which disagree to the supporting point  Recommendation stating the writer' s recommendation of the discourse A conclusion
  • 48. Language Feature  Introducing category or generic participant  Using relating verbs is, are, etc  Using thinking verb feel, hope, believe, etc  Using additive, contrastive, and causal connection similarly, on the hand, however, etc  Using modalities must, should, could, may, etc  Using adverbial of manner deliberately, hopefully, etc
  • 49. Review  A criticize or evaluation of an art work or event for a public audience
  • 50. Purpose / Social Function  To summarize, analyze, and respond to art works  To criticize an art work or event for public
  • 51. Generic Structure  Orientation Background information on the text  Interpretative Recount Summary of an art work Including characters and plot  Evaluation Concluding statement, judgment, opinion or recommendation  Evaluative Summation The last opinion consisting of the appraisal of the art work being reviewed.
  • 52. Language Feature  Focus on specific participants  Using adjectives  Using long and complex clauses  Using metaphor
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