The Register Continuum

Introducing the model of language underpinning literacy in the Australian Curriculum Sample text for Scenario 1 Any set of these three variables is called register. Genre What is the type text and its purpose? Context of culture Context of situation Genre Subject matter Is the situation everyday or technical? Register Subject matter Roles and relationships Is the situation informal or formal? Roles and relationships Mode of communication Language Mode of communication Does the situation require more spoken or written like language? Taken from Literacy for learning: Australian edition Module 1

Understanding the register continuum What is the text about? What are the roles and relationships? How spoken or written is it? everyday concrete technical abstract We can see in this continuum that we move from the everyday and concrete to the highly technical and abstract. We have seen that the register is made up of three variables: what the text is about, what the roles and relationships are, and how spoken or written it is. In educational contexts, it is very helpful for us to see each of these variables along a continuum. formal impersonal informed informal personal novice In this continuum, we move from contexts which are marked by informality to contexts which are marked by formality. most written generalised language constitutes the text most spoken ‘here-and-now’ language accompanying action In this continuum, we have, at one end, texts that are highly spoken and accompanying action and, at the other end, we have texts that are highly written, where language constitutes the text. Taken from Literacy for learning: Australian edition Module 1

The Register Continuum most spoken-like text most written-like text everyday vocabulary highly technical vocab informal language of the novice formal language of the expert

technical/abstract formal/informed informal/novice everyday Register continuum written spoken Setting the context Activities planned in a unit of work The teaching and learning cycle allows us to provide a scaffolding framework for students as they work through these activities to develop control of any given genre and its register. We can represent this diagrammatically in the following way. Developing control Taken from Literacy for learning: Australian edition Module 3

technical/abstract formal/informed informal/novice everyday Register continuum written spoken If these activities are to scaffold the students, then we need to ensure that the shift in register from one activity to the next is not too great. This shift will involve moving backwards and forwards, or ‘shunting’, across the register continuum. As we move through the teaching and learning cycle, we engage in a range of activities, each with its own set of registers. Setting the context Activities planned in a unit of work class talk talking about ‘arguments preparing to report to the class reporting to the class researching their arguments talking about texts modelling and text deconstruction joint construction writing a discussion Developing control Taken from Literacy for learning: Australian edition Module 3

technical/abstract formal/informed informal/novice everyday Register continuum written spoken Effective classrooms have been shown to have two broad levels of scaffolding: macro-scaffolding and micro-scaffolding. Setting the context Activities planned in a unit of work class talk macro-scaffold talking about ‘arguments’ preparing to report to the class reporting to the class Macro-scaffolding requires teachers to: have clearly established goals identify the knowledge, skills and language demands of these goals know their students’ current level of understanding and what they may be able to contribute to the learning situation plan and carefully sequence tasks designed to develop the knowledge, skills and language required to achieve the goal. researching their arguments talking about texts At the macro-level, we scaffold students through our choice of activities in a unit of work and through the careful sequencing of these activities. modelling and text deconstruction joint construction micro-scaffold writing a discussion Developing control Taken from Literacy for learning: Australian edition Module 3

Activity 1A and B You will be given a sheet of paper that has a sample of different texts Use a line to match the text with the description of the text

Answers Text sample Description of text Text 1 E: A newsletter article on the puppet making project. Text 2 A: Writing on the craft of puppetry Text 3 B: Students recounting what they did in response to the teacher’s questioning. Text 4 C: Students recounting to the other students the process of making their puppets Text 5 D: Writing to persuade health care providers of the benefits of puppet therapy

The Register Continuum Most spoken --------elements of both spoken and written language--------most written Here and now shared context distant not shared context concrete noun abstract, nominalised noun human specific no human agent active voice passive voice everyday vocabulary specialised vocabulary technical vocabulary informal language formal language

The Register Continuum Where would these texts sit along the Register Continuum?

The Register Continuum 3 4 1 2 5 most spoken-like text -------elements of both spoken and written language--------most written-like text everyday vocabulary highly technical vocab informal language of the novice formal language of the expert

What genre is each text? Genre Text Written argument Written report   Written report Written recount Spoken recount  

What genre is each text? Genre Text Written argument 5 Written report   5 Written report 2 Written recount 1 Spoken recount 4 3  

Language features Language features demonstrate movement along the Register Continuum.

Text 3 T: What are you doing? S1: We’re making two puppets sort of like Punch and Judy… but nicer. T: That’s good. And how are you making them? S1: Well we’re using this wire and bending it like this. We’ve already done one...and this is the glue for the paper. S2: It’s really messy and hard to get it right... S1: Yeah but we got better at it ... S2: ...and we got rid of the lumps.

Most spoken --------elements of both spoken and written language--------most written Here and now shared context distant not shared context concrete noun abstract, nominalised noun human specific no human agent active voice passive voice everyday vocabulary specialised vocabulary technical vocabulary informal language formal language X

Text 3 The context This is an oral exchange. The context is shared, the teacher and the students are face to face and have the puppets under construction before them. The sentences The sentences are sometimes incomplete. Pronouns refer to concrete objects and people and sometimes to things outside the text: ‘this’ refers to how the wire is bent in one instance and to the glue a little later. The verb tense changes depending on whether they are talking about something they have already done or are in the process of doing as they speak. The words The words used are everyday words and quite informal: messy, hard, glue, but nicer, got better, yeah, got rid of

Text 3 The context This is an oral exchange. The context is shared, the teacher and the students are face to face and have the puppets under construction before them. The sentences The sentences are sometimes incomplete. Pronouns refer to concrete objects and people and sometimes to things outside the text: ‘this’ refers to how the wire is bent in one instance and to the glue a little later. The verb tense changes depending on whether they are talking about something they have already done or are in the process of doing as they speak. The words The words used are everyday words and quite informal: messy, hard, glue, but nicer, got better, yeah, got rid of

Text 3 The context This is an oral exchange. The context is shared, the teacher and the students are face to face and have the puppets under construction before them. The sentences The sentences are sometimes incomplete. Pronouns refer to concrete objects and people and sometimes to things outside the text: ‘this’ refers to how the wire is bent in one instance and to the glue a little later. The verb tense changes depending on whether they are talking about something they have already done or are in the process of doing as they speak. The words The words used are everyday words and quite informal: messy, hard, glue, but nicer, got better, yeah, got rid of

Text 3 The context This is an oral exchange. The context is shared, the teacher and the students are face to face and have the puppets under construction before them. The sentences The sentences are sometimes incomplete. Pronouns refer to concrete objects and people and sometimes to things outside the text: ‘this’ refers to how the wire is bent in one instance and to the glue a little later. The verb tense changes depending on whether they are talking about something they have already done or are in the process of doing as they speak. The words The words used are everyday words and quite informal: messy, hard, glue, but nicer, got better, yeah, got rid of

Text 3 The context This is an oral exchange. The context is shared, the teacher and the students are face to face and have the puppets under construction before them. The sentences The sentences are sometimes incomplete. Pronouns refer to concrete objects and people and sometimes to things outside the text: ‘this’ refers to how the wire is bent in one instance and to the glue a little later. The verb tense changes depending on whether they are talking about something they have already done or are in the process of doing as they speak. The words The words used are everyday words and quite informal: messy, hard, glue, but nicer, got better, yeah, got rid of

Text 3 The context This is an oral exchange. The context is shared, the teacher and the students are face to face and have the puppets under construction before them. The sentences The sentences are sometimes incomplete. Pronouns refer to concrete objects and people and sometimes to things outside the text: ‘this’ refers to how the wire is bent in one instance and to the glue a little later. The verb tense changes depending on whether they are talking about something they have already done or are in the process of doing as they speak. The words The words used are everyday words and quite informal: messy, hard, glue, but nicer, got better, yeah, got rid of

Now it’s your turn to have a go at identifying some of the language features that move each sample of writing along the Register Continuum.

X Answers Text 4 – Students recounting to other students Juanita and I decided to make puppets that look something like Punch and Judy. But we didn’t want them to fight as much… just be nicer to each other. We used wire to make a frame and then we covered it with papier mâché to make Punch’s big nose... Most spoken --------elements of both spoken and written language--------most written Here and now shared context distant not shared context concrete noun abstract, nominalised noun human specific no human agent active voice passive voice everyday vocabulary specialised vocabulary technical vocabulary informal language formal language X

Text 4 The context This is an oral text, spoke by one person. The context is here and now, as there is no wider introduction about where, when or why the speaker and Juanita made puppets and it is assumed that the audience knows that the rest of the class also made puppets. The sentences Sentences are mainly simple or compound , and are sometimes fragments rather than complete sentences: But we didn’t want them to fight as much...just be nicer. Past tense of verbs. The words The vocabulary used is more specific and specialised in naming and describing: wire frame, papier mâché.

X Answers Text 1 – a newsletter article on the puppet making process Mr Davies class made puppets this term. All sorts of puppets were made by the students. They ranged from Punch and Judy to the puppets of Greece, Indonesia and Mexico. A visiting puppeteer helped with the project. The class had to plan, design, construct and use the puppets in a performance... X Most spoken --------elements of both spoken and written language--------most written Here and now shared context distant not shared context concrete noun abstract, nominalised noun human specific no human agent active voice passive voice everyday vocabulary specialised vocabulary technical vocabulary informal language formal language

Past tense and passive voice (puppets were made) are used. Text 1 The context This text is written; it begins with an introduction because the context is not shared. The sentences Both simple and compound sentences are used. You would expect to see complex sentences in a written report from Year 2 up, so this could be a teaching point for this student. Past tense and passive voice (puppets were made) are used. The event is recounted from a general perspective rather than from 1 student and thus assumes a more formal tone: Mr Davies class, the students The words Increasingly specialised, topic specific vocabulary is used: puppeteer, construct, Greece, Indonesia, Mexico, construct. Nominalisation is used: performance

X Answers Text 2 – writing on the craft of puppetry Puppetry is the theatrical craft of manipulated objects. There are many different varieties of puppets, and they are made of a wide range of materials, depending on their form and intended use. They can vary from very simple hand puppets to elaborate marionettes operated by several people. Puppets are found in many cultures across the world and have a variety of purpose. One of the attractions of puppets is their ability to act as a mouthpiece for marginalised groups... Most spoken --------elements of both spoken and written language--------most written Here and now shared context distant not shared context concrete noun abstract, nominalised noun human specific no human agent active voice passive voice everyday vocabulary specialised vocabulary technical vocabulary informal language formal language X

There is a range of simple, compound and complex sentences. Text 2 The context The text is written. It begins with a definition because the context is not shared. The sentences There is a range of simple, compound and complex sentences. The text is written in the present tense, the appropriate tense for a report. Passive voice is used to remove the ‘actor’: are made, are found. The author is taking on the role of the expert by using authoritative modality: are, can vary The words The vocabulary is increasingly specialised: manipulated, varieties, marginalised. Noun groups are expanded: the theatrical craft of manipulated objects, many different varieties of puppets, very simple hand puppets. Many nouns have become abstract through nominalisation: craft, use, attractions, form, purpose, mouthpiece.

Answers Text 5 – writing to persuade health care providers of the benefits of puppet therapy Although research is sparse on the on the subject of puppet therapy in adults, it appears that it can be an effective intervention for clients with dementia and seems to modify clients’ behaviour in a positive way. These benefits can be attributed to the fact that play comes naturally to patients in a regressive state of mind..... Consideration of the use of puppet therapy with patients suffering from psychiatric disorders is a subject that needs further study... Most spoken --------elements of both spoken and written language--------most written Here and now shared context distant not shared context concrete noun abstract, nominalised noun human specific no human agent active voice passive voice everyday vocabulary specialised vocabulary technical vocabulary informal language formal language X

The context This is a written text, or a text written to be spoken (possibly as an address to heath care providers). This text begins with a thesis and goes on to elaborate this. The context is not shared in that what is being spoken about is not things happening in the here and now. The sentences Complex sentences and simple sentences with embedded clauses. The text is written in the present tense, the appropriate tense for an argument. Passive voice is used to distance the writer and to give the text authority: can be attributed The author is taking on the role of the expert by using authoritative modality: it can be, seems to, needs without polarising the argument The words The vocabulary is quite specialised and technical: intervention, dementia, regressive, psychiatric disorders. Noun groups are expanded: the subject of puppet therapy in adults, a subject that needs further study. Many nouns have become abstract through nominalisation: research, intervention, behaviour, play, consideration.

The register continuum and genre As you saw how the texts written about the topic of puppets move along the Register Continuum, the genres students are expected to learn and control as they move through school are also situated along this continuum. The genres that recount, instruct, describe & organise, explain, narrate & react and argue are can be placed along the Register Continuum. recounting - instructing - describing & organising - explaining - narrating & reacting - arguing

Implications for the classroom When setting a writing task designed to give the student opportunity to demonstrate their learning and understanding we need to ask ourselves: What sort of a text am I expecting my students to write? (Purpose and hence genre) What is the structure of the text I am expecting? (Genre) Which language features am I expecting students to use?(Register)

Implications for teachers These questions lead to other important considerations:  Do the students know what I am expecting? Do I assume they know what I am expecting? How can I use the register continuum to highlight the most effective language choices appropriate to the context?

What next? How can teachers of all learning areas move students along the Register Continuum? What do students need to do with and through language? Therefore, what do students need to know about language? Therefore, what do teachers need to know about language?

37 technical/abstract formal/informed informal/novice everyday Register continuum written spoken If these activities are to scaffold the students, then we need to ensure that the shift in register from one activity to the next is not too great. This shift will involve moving backwards and forwards, or ‘shunting’, across the register continuum. As we move through the teaching and learning cycle, we engage in a range of activities, each with its own set of registers. Setting the context Activities planned in a unit of work class talk talking about ‘arguments’ preparing to report to the class reporting to the class researching their arguments talking about texts modelling and text deconstruction joint construction writing a discussion Developing control Taken from Literacy for learning: Australian edition Module 3