Collect a set of written texts (4-10) that you would like to teach. Identify:

• the macro-genre
• the micro-genres in the texts
• the schematic stages of the macro-genre
• the schematic structures of the micro-genres

Discuss your analysis in relation to background theory and classroom practice. Use these headings for your assignment:

• Background theory
• Description of the texts
• Analysis of the texts
• Discussion of the analysis
• Classroom practice

You should look at 4-10 texts, depending on the length of the texts. If the texts are short, say 300-400 words each, then 8-10 texts are sufficient. If the texts are longer, say 1000 words texts, 4-5 texts are more appropriate. You must hand in copies of the texts you have analyzed for this assignment.

You need to show the schematic stages for each of your texts (in terms of the macro-genre – such as letter to the editor, academic essay etc) and the schematic structures of the micro-genres (such as recount, report, exposition etc) for each of your texts, as per the handout given out in class. For examples of this kind of analysis see:

Watanabe, H. (2016). Genre analysis of writing tasks in Japanese university entrance examinations. Language Testing in Asia, 6,4, 1-14. (in electronic reserve)

Watanabe, H. (2017). An examination of written genres in English language textbooks in Japan. The Journal of Asia EFL, 14, 1, 64-80. (in electronic reserve)

Wang, W. (2007). The notions of genre and micro-genre in contrastive rhetorical research: Newspapers commentaries on the events of September 11th. University of Sydney Papers in TESOL, 2, 1, 83-117. (in electronic reserve)

Wang, W. (2004). A contrastive analysis of letters to the editor In Chinese and English. Australian Review of Applied Linguistics, 27, 2, 72-88. (in electronic reserve)

Useful references include:

Bawarshi, A. & M. J. Reiff, (2010). Genre: An introduction to history, theory, research, and pedagogy. West Lafayette, IN: Parlor Press.
Derewianka, B. (1991). Exploring how texts work. Sydney: Primary English Teaching Association.
Hyland, K. (2004). Genre and second language writing. Ann Arbor: The University of Michigan Press.
Hyon, S. (2018). Introducing genre and English for specific purposes. London: Routledge.
Martin, J.R. & Rose, D. (2008). Genre relations: Mapping culture. London: Equiniox.
Paltridge, B. (2000). Making sense of discourse analysis. Gold Coast, Queensland: Antipodean Educational Enterprises
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: University of Michigan Press
Rose, D. (2012). Genre in the Sydney school. In J. P. Gee & M. Handford (Eds.), The Routledge handbook of discourse analysis (pp. 209-225). London: Routledge.
Rose, D. & Martin, J. R. (2012). Learning to write/reading to learn: Genre, knowledge and pedagogy in the Sydney school. London: Equinox.
Woodward-Kron, R. (2005). The role of genre and embedded genres in tertiary students’ writing. Prospect 20, 3, 24-41.

See also Canvas for further readings