Learning to Write/Reading to Learn - Genre, Knowledge and Pedagogy in the Sydney School - David Rose
4.1 From learning to write to Reading to Learn 4.2 A functional perspective on reading 4.3 Engaging readers: stories 4.4 Informing readers: factual texts 4.5 Evaluating issues and texts: arguments and text responses 4.6 Intensive st
Learning to Write/Reading to Learn - Genre, Knowledge and Pedagogy in the Sydney School - David Rose
David Rose [+]
University of Sydney
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David Rose is a Research Fellow with the University of Sydney, currently coordinating a national research program in language and literacy for Indigenous Australians. This project, Learning to Read: Reading to Learn, works with schools across Australia, as well as Indigenous teacher training programs in University of Sydney and University of South Australia.
J.R. Martin [+]
University of Sydney
J R Martin is Professor of Linguistics at the University of Sydney. His research interests include systemic theory, functional grammar, discourse semantics, register, genre, multimodality and critical discourse analysis, focussing on English and Tagalog - with special reference to the transdisciplinary fields of educational linguistics and social semiotics.
Description
This chapter outlines the third generation of genre pedagogy, known as Reading to Learn. The chapter begins with its starting point in Indigenous education in Australia, and then outlines two key components: the design of classroom interactions and the model of reading. It next outlines strategies for reading three sets of genres: stories, factual texts and arguments. Each section includes strategies for preparing for reading, for reading in detail, and for using what has been learnt from reading to write new texts. The focus is on integrating reading and writing with learning the curriculum in the primary and secondary school.