The Politics of Writing : The Australian Genre-Based School
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In this essay I want to outline one approach to teaching writing based on discourse analysis, namely the so-called Australian genre-based school. This approach grew out of the work of M.A.K. Halliday and others during the period when he was a professor of linguistics at Sydney University. His systemic functional model of language provided the theoretical model for this work. Genre theory was taken up by a group of educational consultants, teachers and academics in the 1980s who were working with students in inner city schools and in areas with large recently arrived migrant populations in Sydney. This was called the Disadvantaged Schools Program (Macken and Rothery,1991). The success of the initial program in primary schools led to the adoption of this approach in all states in Australia and by the state government educational bodies at all levels of education, most notably in the adult migrant English language training programs (AMEP) and adult literacy programs in colleges of Technical and Further Education. This success did not occur without much debate. Since the debate was concerned ultimately with questions of funding and with the formulation of state and national policy regarding literacy education, the debate was quite heated and the controversy continues to this day. The controversy centred on several issues such as the kinds of pedagogical practices associated with the genre-based approach and questions of social empowerment through an explicit writing curriculum. I shall briefly outline the approach and then describe the main issues in the debate.
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- The Politics of Writing : The Australian Genre-Based School