Discourse and Genre

By:
Linggar Herlambang Pandu K 162111410
Adelia Rizqi Rachmadhana 16211141043
Ira Yunia 16211144016
 1. What is genre?
• Genre are the recurrent uses of more-or-less
conventionalized forms through which individual
develop relationships, establish communities, and get
thing done using language.
• Genre analysis is a more specific form of discourse
analysis which focuses on any element recurrent
language use, including grammar and lexis, which is
relevant to the analyst’s interest.
• Genre analysis sees texts as representative of wider
rhetorical practices and so has the potential to offer
description and explanations of both texts and the
communities that use them.
 2. Relationship between genre
The way a use of one genre may assume or
depend on the use of a number of other
interrelated genres.
• Genre chains
• Genre networks
• Genre sets
• Repertoires of genres
 GENRE CHAINS
The linking of genres within and across texts in
order to determine how heritage language
writers transfer discursive patterns of
cohesion across genres and across languages.
 For example
Giving a lecture in a conference’
• Call for papers
• Submission of abstracts
• Evaluation of abstracts
• Submission of the full paper
• Converting the paper into a power point
presentation
• Presenting the slides
• Question-answering
• Publishing the paper in conference proceedings
 Another example
APPLYING FOR A JOB
job advertisement
position description
letter of application
resume
job interview
offer of appointment
negotiation of offer
 Genre Network
Genre networks is the technical term that
describes the source(s) from which each genre
originates.
 Genre sets
The totality of the different genres that one
individual or members of a given community
(of professionals) engages in is referred to as
genre sets
 Genre Repetoir
The set of genres recognized within a certain
community of interest
e.g genre repetoire of “Aker Business Service”
 3. Written genre across culture
• Different patterns in the academic essay of student from different
languages and cultures
• Contrastive rhetoric can be seen not as the study of culture-specific
thought patterns, but as the study of differences or preference in the
pragmatics and strategic choices that writers make in response to external
demands and cultural histories.
• Contrastive rhetoric research needs to develop more complex types of
explanation for textual differences, if it is to enjoy continued usefulness in
teaching of academic writing.
• We can identify the structure based on its genre category and examine its
rhetorical structure by looking at its patternings of rethorical organization.
• While analysing schematic structures has proved an
invaluable way of looking at texts, analysts are increasingly
aware of the dangers of oversimplifying by assuming blocks
of texts to be mono-functional and ignoring writers’
complex purposes and private intentions.
• Sociocultural context is related to social knowledge of
language to the world schemata.
• Application of genre: Hammond and Macken-Horarick
(1999): Genre-based teaching can help students gain access
to text and discourses which help them participate more
successfully in spoken and written interactions.
 4. Spoken genre across cultural
Within a culture, texts, spoken or written, can be
grouped into sets with similar functions and forms
called genres. According to Bakhtin (1986), the basic
genres are the primary ones
which are available to all members of the community
and require no special training:‘formal or informal di
scussion, political debate, small talk, quarrelling amo
ng friends,etc.’ (Gu¨nthner, 2000).
Nakanishi’s (1998) examination of ‘going on a first date’
in Japanese, which in his study meant mostly having
dinner with someone for the purpose of getting to
know them better.
In Japanese, both men and women acted basically
equal, while in US men took more proactive roles in
the first date.
 5. Steps in genre analysis
1. Consider what is already known about the
particular genre. (knowledge of situational,
cultural context as well as conventions that
associated with the genre).
2. Refine the analysis by defining the speaker or
writer of the text, the audience of the text
and their relationship, the goal and purpose.
3. Select collection of texts to examine.
 6. Social and Cultural Context
An important stage in genre analysis, then, is an
examination odf social and cultural context in
which the genre is used. In the case of a
written text, factors that might be considered
include:
• The setting of the text
• The focus and prespective of the text
• The purpose of the text
• The intended audience for the text, their role and purpose
in reading the text
• The relationship between writers and readers of the text
• Expectations, conventions and requirements for the text
• The background knowledge, values and understandings it is
assumed the writer shares with their readers, including
what is important to the reader and what is not
• The relatiionship the text has with other text.
Those aspects of a genre, of course, are not as
distinct as they appear in this kind listing. As
Yates and Orlikowski (2007) point out, they
are deeply intertwined and each, in its way,
has an empact on what a writer writes, and
the way they write it.
 7. The Discourse Structures of Genres
• It should focus on genre-as-text with the aim of
exploring the lexico-grammatical and discursive
patterns of particular genres to identify their
recognizable structural identity.
• Analyzing this kind of patterning has yielded useful
information about the ways text are constructed and
the rhetorical context in which such pattern are used,
as well as providing valuable input for genre-based
teaching.
• Research examines cluster of register, style, lexis and
other features which often distinguish particular
genres.
• Discourse genre, or register, is a conventional
institution: a normative codification of
different levels of meaning appropriate to a
type of situation.
• The structure of genre is not simply a positive
structure of potentially realizable meanings, it
also governs the fields of meaning which will
be significant by their absence.
 8. Application of Genre Analysis
• Hammond and Macken-Horarick (1999): Genre-
based teaching can help students gain access to
textx and discourses which help them participate
more successfully in L2 spoken and written
interactions. • Luke (1993): Teaching ‘genre of
power’ leads to uncritical reproduction of the
status quo and does not necessarily provide the
kind of access we hope for our learners. •
Chiristie (1993) and Martin (1993): Not teaching
genres of power is socially irresponsible.