Collaboration as Action Research: The Development of Genre-Based

Literacy Programs

Keynote for ALL Professional Development Day ANU June 2010

David RoseLinguistics & Education, University of Sydney

Indigenous tertiary students

Writing assessed using text analysis, with 11 criteria (0-9 for each criterion)

Average gain 30 points = junior secondary to matriculation/Yr 1

‘Closing the gap’2008 NSW results: top and bottom student cohorts

averaged across all classes, Years K-9

growth = 21%(B to A)

growth = 74%(E to C)

gap = 83% gap = 47%

E

C

B

A

Generations of genre based pedagogies

1980s writing in the primary schoolWriting Project

1990s writing across the secondary curriculum

Write it Right

2000s reading across the curriculum

Reading to Learn

Generation 1: writing in the primary school

Teaching-learning cycle (from Rothery 1994)

significant life events – autobiographical recount

stages in a life – biographical recount

stages in history

informing

recounting - historical recount

explaining - historical account

historiesstaged in time

one type of thing – descriptive

different types of things - classifying

parts of wholes - compositional

reportsdescribing things

sequence of events – sequential

multiple causes for one outcome – factorial

multiple outcomes from one cause – consequential

multiple outcomes from one cause - conditional

explanationscauses & effects

evaluating evaluating a text or product – review

interpreting message – interpretation

challenging message – critical response

text responsesappreciating

critiquing an academic text – critical review

interpreting multiple texts – literature review

literary

academic

single text

multiple

supporting one point of view – exposition

discussing two or more points of view - discussion

argumentspersuading

hortatory

analytical

simple

complex

how to do an activity - procedure

what to do and not to do – protocol

prospectiveproposing

procedural

simple

complex

rules/regulations

laws/legislation

strategic plan

educational activity – experiment/observation report

industrial activity – technical note

academic activity – research article

institutional activity – case study

retrospectiverecounting

conditional

technical

commerciallegalmedicalsocial

Working with Discourse

Chapter 1 Interpreting social discourse

Chapter 2 APPRAISAL - negotiating attitudes

Chapter 3 IDEATION - construing experience

Chapter 4 CONJUNCTION - connecting events

Chapter 5 IDENTIFICATION – tracking participants

Chapter 6 PERIODICITY – information flow

Chapter 7 NEGOTIATION - interacting in dialogue

The reading and writing task

Complexity of the language task

Integrated approach

Generations of scaffolding reading pedagogies

1980s reading stories in early primary

Reading Recovery

1990s reading stories in middle/upper primaryAccelerated Literacy

2000s reading across the curriculum

Reading to Learn

Theoretical foundations

Reading to Learn

Social learning theory

- Vygotsky

Pedagogic discourse- Bernstein

Educational linguistics

- Halliday & Martin

Pedagogic genre

pedagogic relations: success/failure,

inclusion/exclusion

pedagogic activities: doing/ studying

pedagogic modalities:

spoken, written visual, manual

projecting

instructional field:knowledge & skills

Pedagogic activity: scaffolding learning cycles

Curriculum programs

Lesson activities

Classroom interactions

Scales of activity

Scaffolding lesson cycles: degrees of support

Providing three levels of support in lectures:Level 1 Course programming

Level 2 Lecture activities

Level 3 Teacher-student interactions

1 Curriculum unit

from Core Science 1

2 Lesson unit

3 Detailed Reading

Rewriting from Notes

References

Most of these papers and reports can be downloaded at www.readingtolearn.com.au

Carbines, R., Wyatt, T. & Robb, L. 2005. Evaluation of the Years 7-10 English Aboriginal Support Pilot Project, Final Report. Sydney: Office of the NSW Board of Studies http://ab-ed.boardofstudies.nsw.edu.au/go/english-literacy-7-10/evaluation-of-the-project

Christie, F. (1993) Curriculum Genres: planning for effective teaching. In Cope, B. & Kalantzis, M. (eds.) The Powers of Literacy: a genre approach to teaching writing. London: Falmer, 154-78

Culican, S. (2006) Learning to Read: Reading to Learn, A Middle Years Literacy Intervention Research Project, Final Report 2003-4. Catholic Education Office: Melbourne. http://www.cecv.melb.catholic.edu.au/Research and Seminar Papers

Koop, C. and Rose, D. (2008) Reading to Learn in Murdi Paaki: changing outcomes for Indigenous students. Literacy Learning: the Middle Years 16:1. 41-6

McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T. Price, K., Rowland, M., Warhurst, J., Woods, D. and Zbar, V. (2000). What has Worked, and Will Again: the IESIP Strategic Results Projects. Canberra: Australian Curriculum Studies Association, 24-26 www.acsa.edu.au (current 2009)

Martin, J.R. (2006). Metadiscourse: Designing Interaction in Genre-based Literacy Programs, in R. Whittaker, M. O'Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum, 95-122.

Martin, J.R. & Rose, D. (2005). Designing literacy pedagogy: scaffolding asymmetries. In R. Hasan, C.M.I.M. Matthiessen and J. Webster (eds.) Continuing Discourse on Language. London: Equinox, 251-280

Martin, J.R. & Rose, D. (2007a). Working with Discourse: meaning beyond the clause. London: Continuum (1st edition 2003)Martin, J. R. & Rose, D. (2007b). Interacting with Text: the Role of Dialogue in Learning to Read and Write, Foreign

Languages in China. 4 (5): 66-80Martin, J.R. & Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox Rose, D. (1999) ‘Culture, Competence and Schooling: Approaches to Literacy Teaching in Indigenous School Education’, in F.

Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes. London: Cassell. pp217- 245Rose, D. (2004). Sequencing and Pacing of the Hidden Curriculum: how Indigenous children are left out of the chain. In J.

Muller, A. Morais & B. Davies (eds.) Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, 91-107Rose, D. (2005). Democratising the Classroom: a Literacy Pedagogy for the New Generation. Journal of Education, 37:127-

164 www.ukzn.ac.za/joe/joe_issues.htm (current 2009)

Rose, D. (2006a). Scaffolding the English curriculum for Indigenous secondary students: Final Report for NSW 7-10 English Syllabus, Aboriginal Support Pilot Project. Sydney: Office of the Board of Studies http://ab-ed.boardofstudies.nsw.edu.au/go/english-literacy-7-10/evaluation-of-the-project

Rose, D. (2006b) Literacy and equality. A. Simpson (ed.) Proceedings of Future Directions in Literacy Conference. University of Sydney 2006, 188-203 http://www.proflearn.edsw.usyd.edu.au/resources/2006_papers.shtml

Rose, D. (2006c). Reading genre: a new wave of analysis. Linguistics and the Human Sciences 2(2),185–204Rose, D. (2007). A reading based model of schooling. Pesquisas em Discurso Pedagógico, 4: 2, 2007

http://www.maxwell.lambda.ele.puc-rio.br Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. Myhill, D., D. Beard, M.

Nystrand & J. Riley Handbook of Writing Development. London: Sage, 2008, 151-166Rose, D. and Acevedo, C. (2006) ‘Closing the Gap and Accelerating Learning in the Middle Years of Schooling’, Australian

Journal of Language and Literacy. 14(2): 32-45 www.alea.edu.au/llmy0606.htmRose, D., Gray, B. & Cowey, W. (1999). Scaffolding Reading and Writing for Indigenous Children in School. In P. Wignell (ed.)

Double Power: English literacy and Indigenous education. Melbourne: National Language & Literacy Institute of Australia (NLLIA), 23-60

Rose, D., Lui-Chivizhe, L., McKnight, A. and Smith, A. (2004) ‘Scaffolding Academic Reading and Writing at the Koori Centre’ Australian Journal of Indigenous Education, 30th Anniversary Edition, 41-9 www.atsis.uq.edu.au/ajie,

Rose, D., Rose, M., Farrington, S and Page, S. (2008) Scaffolding Literacy for Indigenous Health Sciences Students. Journal of English for Academic Purposes 7 (3), 166-180