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,WLCrundle@soka.ac.jp

1.Theory