2. Genre & Reading in the Composition Classroom Laying the GroundworkLaying the Groundwork Research FindingsResearch Findings Practical ApplicationsPractical Applications

3. The Premise: preparing students for the academic mainstream is like helping them learn a new dialect From Speech Community to Discourse CommunityFrom Speech Community to Discourse Community –Group that shares certain behaviors and assumptions about language and its use, one of them being the valuing of written language over oral language –Static – venerable and entrenched social club of wealthy old white men who could not conceive of admitting women or minorities into their realm –This unappealing image helps me hold firm to a pedagogical stance of conscious resistance to the gatekeeper role – and resistance to a static notion of academic discourse Blanton( 1994) Discourse, Artifacts, and the Ozarks: Understanding Academic LiteracyBlanton( 1994) Discourse, Artifacts, and the Ozarks: Understanding Academic Literacy

4. Schemata Schemata The knowledge a reader brings to the text :The knowledge a reader brings to the text : –Content –Formal –Linguistic

5. Content Schemata Content Schemata Provides readers with a foundation and a basis for comparison, i.e. a peg to attach new informationProvides readers with a foundation and a basis for comparison, i.e. a peg to attach new information –Cultural Asian Indian WeddingAsian Indian Wedding –Style of Information Highly technical, lots ofHighly technical, lots of statistics, etc. statistics, etc.

6. Formal Schemata: Discourse Level - Top Down The organizational forms and rhetorical structures of written texts. e.g. students unfamiliar with reading non-fiction

7. Linguistic schemata Word & Sentence Level - Bottom Up The decoding features we need to recognize and understand words ( i.e. vocabulary) and to see how they fit together in sentences (i.e. syntax).The decoding features we need to recognize and understand words ( i.e. vocabulary) and to see how they fit together in sentences (i.e. syntax).

8. Research: Reading to Write Exploring the Relationship Between Authorship and Reading (Green 1993)Exploring the Relationship Between Authorship and Reading (Green 1993) Rhetorical Consciousness Raising in the L2 Reading Classroom (Sengupta 1999)Rhetorical Consciousness Raising in the L2 Reading Classroom (Sengupta 1999) Opening Our Doors: Applying Socioliterate Approaches to Language Minority Classrooms (Johns 1999)Opening Our Doors: Applying Socioliterate Approaches to Language Minority Classrooms (Johns 1999) Genre and ESL Reading: A Classroom Study (Hyon 2002)Genre and ESL Reading: A Classroom Study (Hyon 2002) Long –term Effects of Genre-based Instruction (Hyon 2001)Long –term Effects of Genre-based Instruction (Hyon 2001)

9. Practical Applications Continuum of CommunicationContinuum of Communication TextbookTextbook Learning LogsLearning Logs Peer ReviewPeer Review –Contextual Training –Mining the Text

10. The End!