1. Knapp, P and Watkins, M. (2005). Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. University of New South West Wales Press: Sydney.
A comprehensive reference text that examines how the three aspects of language (genre, text and grammar) can be used as resources in teaching and assessing writing. It provides an accessible account of current theories of language and language learning, together with practical ideas for teaching and assessing the genres and grammar of writing across the curriculum.
2. Thompson, G. (2004). Introducing Functional Grammar 2nd Ed. Arnold: London.
This book provides students with an accessible introduction to Hallidayan functional grammar and prepares them to use Halliday's Introduction to Functional Grammar (IFG) later on in their studies. In this updated edition, Thompson focuses on changes in two main areas: corpus data and system networks.
3. First Steps Writing: Resource book. Copies of the book to borrow will be provided.
The First steps program strives at linking assessment with teaching and learning. Focused on a practical but theoretically sound basis, the functional approach evidenced in the First Steps program aims at equipping teachers to
assess and record the literacy abilities of their students, then select appropriate strategies that will improve their literacy skills.
| Date | Class / Time | Assignment |
| 7/5 Wed | Introduction
Systemic Functional Linguistics: The purposes of Linguistic Analysis Diagnostic Test |
After
class read: |
| 7/6 Thurs | Context of
Culture Context of Situation Students’ Text (Recess text). lecture on Power Point |
Before class:
Send your PA a typed Copy of student’s text. Bring to class
a typed copy and the original student’s text. Read after class: Thompson Ch. 3 Handout 2: Critical Reading Sheet Handout 3: Multimodal Analysis of Student's Texts |
| 7/7 Fri | Basic Grammatical
Concepts Identifying Clauses and groups Constituents and ranks lecture on PDF Visual Literacy Resource click here |
In class: Section
student text into clauses. Describe tenor, field and mode in the student text using the Critical Reading Sheet. After class: Read Thompson Ch 2 & work on exercises from Thompson at end of chapter. Handout 4: Identifying and Selecting verbal groups in clauses |
| 7/10 Mon | Interpersonal
Metafunction Mood and Appraisal lecture on Power Point (Ruth Harman) Tenor in Political Cartoon: immigration here Appraisal: The language of Attitude here Visual Literacy Resources: The On-line visual literacy project click here Talking about Visual texts with students here |
After class
read: Knapp Ch. 7 Thompson Ch. 4 p. 45-65 Class Activities: Skit (How does tenor influences lexico-grammatical choices?) click here |
| 7/11 Tues | Interpersonal
Metafunction |
After class
read: Thompson Ch. 4 p. 65-85 and do analysis of interpersonal (mood, modality and appraisal) |
| 7/12 Wed | Ideational
Metafunction |
After class
read: Knapp Ch. 8 Thompson Ch. 5 p. 87-109 Handout- Amy Tan: Mother Tongue click |
| 7/13 Thurs | Ideational
Metafunction |
After class read: Thompson Ch. 5 p. 109-140 and do analysis of ideational (participants processes and circumstances) |
| 7/14 Fri | Textual
Metafunction |
Bring to class
short proposal for Fall Unit After class read: Trujillo (to be provided in class) Thompson Ch.6; Knapp Ch. 4 & 5 |
| 7/17 Mon | Textual Metafunction
Cohesion lecture on Power Point (Jerri Willett) |
After class
read: Thompson Ch. 7 and do analysis of textual (theme and rheme and cohesion) |
| 7/18 Tues |
Critical Language
Awareness lecture on Power Point (Ruth Harman, J. Andres Ramirez, Nelida Matos, Lucy Perez). |
Bring to class
a text that your students might be expected to work with in the
fall After class read: Thompson Ch. 10 |
| 7/19 Wed |
The language
of Schooling lecture on Power Point (Doris Correa) New Groups according to disciplines Exemplars of Fall Units |
Bring to class
the same text you worked on in class yesterday, 7/18 After class read: Thompson Ch. 9 Knapp Ch. 3 |
| 7/20 Thurs | Group Work: Action Plans | Bring to class
a draft, notes or ideas for your action plan. Readings assigned according to your action plan. Comber and Thompson Comber and Kamler Williams, Monica |
| 7/21 Fri | Action Plans:
Feedback Sheet Wrap up |
Portfolios due August 10th |
