Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts - Luciana de Oliveira

Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts - Luciana de Oliveira

Young writers' attempts at making meaning through complex sentence structures while writing a variety of genres

Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts - Luciana de Oliveira

María Estela Brisk [+-]
Boston College
Maria Estela Brisk is Professor of Education at Boston College. Her research and teaching address writing instruction, genre pedagogy, bilingual education, bilingual language and literacy acquisition, and preparation of mainstream teachers to work with bilingual learners. She is the author of numerous articles and six books: Bilingual Education: From Compensatory to Quality Schooling; Literacy and Bilingualism: A Handbook for ALL Teachers; Situational Context of Education: A Window into the World of Bilingual Learners; Language Development and Education: Children with Varying Language Experiences (with P. Menyuk); Language, culture, and community in teacher education; and Engaging Students in Academic Literacies: Genre-based Pedagogy for K-5 Classrooms. Professor Brisk is a native of Argentina.
Marla De Rosa [+-]
Boston College
Marla De Rosa is doctoral candidate in the Curriculum and Instruction program at the Lynch School of Education, Boston College. She also teaches in the freshman writing program at Boston College and is Associate Director of the Writing Fellows program which supports the university’s Writing across the Curriculum initiatives. Her research interests include working with bilingual, immigrant students in the areas of academic reading and writing.

Description

The formation of clause complexes, i.e. combination of more than one clause, and the logical-semantic relations between the clauses in these complexes is one aspect of the written language that changes as students progress in their ability to write. This study analyzed students’ text to understand how children use language resources to create logical-semantic relations when constructing clause complexes in a variety of genres. The writing of students grades 4 through 8, showed two patterns. One is the use of “and” as a default language resource to make connections between clauses, not only to denote the expected additive enhancement but temporal and causal relations. The other is the increasing variety of types of relations and language resources they use as they mature and are given opportunity to write in a variety of genres. Hunt (1965) argues that children by 4th grade are able to construct the various types of clause complexes although they do so infrequently. Therefore, writing instruction should include explicit instruction to provide the language resources the students need to express various logical-semantic relations they want to express. In addition, much of this learning will emerge naturally by giving students opportunity to write in a variety of genres across subject areas.

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Citation

Estela Brisk, María; De Rosa, Marla. Young writers' attempts at making meaning through complex sentence structures while writing a variety of genres. Genre Pedagogy Across the Curriculum - Theory and Application in U.S. Classrooms and Contexts. Equinox eBooks Publishing, United Kingdom. p. 8-24 Nov 2014. ISBN 9781845532413. https://www.equinoxpub.com/home/view-chapter/?id=24919. Date accessed: 18 Aug 2022 doi: 10.1558/equinox.24919. Nov 2014

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