Genre as Semiotics - Copy

8/12/2019 Genre as Semiotics - Copy

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Genre as Semiotics

staged, goal-oriented social processes

- Genre is culturally determined.- Culture determines how things get done,

i. e. what processes are done.

- The processes are oriented to a certain goal.- There are stages of how to do thing.

- The stages are called the generic structures

or schematic structures.


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LANGUAGE

(Text)

SOCIAL CONTEXT

Figure 1 Language and Social Context


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GENRE

SITUATION

LANGUAGE

(Text)

IDEOLOGY

Figure 2 Elements of Social Context and Language

SOCIAL

CONTEXT


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Metafunctions

1. Ideational Function (draw, describe)a. Experiential function (represent)

b. Logical function (relate)

2. Interpersonal Function (exchange)3. Textual Function (organize)

Grammar: Theory of experience: theory ofhow experience is represented, related,exchanged and organized. (also technicallycalled Lexicogrammar)


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CULTURE

SITUATION

IDEOLOGY

phonology

Phonology/

Graphology/

Sign

(Discourse)

Semantics

Lexicogrammar

Field

Tenor

Mode

Ideation/

Conjuncti

on

NegotiationIdentification

Transitivity/

Ergativity

Mood Theme/

Rheme

Ideational

Function

TextualFunction

InterpersonalFunction

Figure 4 Metafunction

and Realizations across

Stratified Semiotics


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Types of Genre1. Description

2. Explanation3. Procedure

4. Exposition (1) analytical (2) hortatory

5. Discussion

6. Narrative7. Spoof/Recount

8. Recount

9. Report

10. Anecdote11. News Item

12. Reviews

13. Commentary

14.


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No Type of

Genre

Social

Function

Generic

Structure

Linguistic Realization

1 Description to describe a

particular

person, place

or thing

Identification

Description

-focus on specific Participant

-use of Attributive and IdentifyingProcesses

-frequent use of Epithets and

Classifiers in nomin2al groups

-use of the simple present tense

2 Explanation to explain

the

processes

involved in

the formation

or workingsof natural or

socio-

cultural

phenomena

General

Statement

[Explanation]n

-focus on generic, non-human

Participant

-use mainly of Material and

Relational Processes

-use mainly of temporal and

causal Circumstances andConjunctions


-some use of Passive voice to

get Theme right


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3 Procedure to tell

someone to do

something and

how to do it.to

describe howsomething is

accomplished

through a

sequence of

actions or

Goal

(Materials/Ingre

dients)

[Steps] n

-focus on generalized human agents

-use of the simple present tense,

often Imperative

-use mainly of temporalconjunctions (or numbering to

indicate sequence)

-use mainly of Material Process

4 Exposition to argue for or

against a

social issue

(Abstract)

Thesis

[Argument]n

Conclusion

-focus on generic human and non-

human Participant, except for

speaker or writer referring to self

-use of Mental Process to state what

the writer thinks or feels about issu

-use of Material Process to statewhat happens

-use of Relational Process to state

what is or should be



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5 Discussion to present

points of view

about an issue

at least from

two sides

(Protagonist

and Antagonist

Issue [Argument

for]n[Argument

against]n

Conclusion

Issue [Argument

of Differing Views]n

Conclusion

Issue: (1) Statement

(2) Preview

Argument: (1) Point

(2) Elaboration

-focus on generic human and

generic non-human Participant

-use of Material, Mental and

Relational Processes

-use of Comparative: contrastiveand Consequential conjunctions

-reasoning expressed as verbs and

nouns (abstraction) -

6 Narrative to tell a story,

that something

goes wrong

(Abstract)

Orientation

[(Evaluation)]n

Complication

Resolution (Coda)

-focus on specific and usually

individualized Participant

-use of Material Processes

-use of Relational Processes

-use of temporal conjunction andtemporal Circumstances

-use of past tense


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7 Spoof/Reco

unt

to retell an

event with a

humorous twist

Orientation

[Event]n Twist

-focus on individual Participant

-use of Material Processes

-temporal and spatial

Circumstances

-use of past tense

8 Recount to retell events

for the purpose

of informing or

entertainingOrientati

on [Event]n Re-

orientation

focus on specific Participant

use of Material Processes

spatial and temporal

Circumstances

use of past tensefocus on temporal sequence

9 Report to describe the

way things are

with reference

to a range ofnatural, man-

made and social

phenomena in

our

environment

General

Classification

Description

Focus on Generic ParticipantsUse

of Relational Processes to state

what is and that which it isUse of

simple present tenseNo temporalsequence


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10 Anecdote to share with

others an

account of an

unusual or

amusing

incident

(Abstract)

Orientation Crisis

Reaction

(Coda)

use of exclamation, rhetorical

questions and intensifiers

(really, very, quite, etc) to point

the significance of the events

use of Material Process to tell

what happened

use of temporal conjunctions

11 News Item to inform

readers,

listeners or

viewers aboutevents of the

day which are

considered

newsworthy or

important

Newsworthy Event

Background

Event]n Source

short, telegraphic information

about story captured in

headline

use of Material Processes

use of projection with Verbal

Processes in the Sources

stage

focus on Circumstances


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MATERIALrun, work, write, walk

MENTALlike, feel, know, realize

RELATIONALbe, become, look, sound

Behaviouralsleep, smile, die, bow

Verbal

say, tell, ask, advise

Existentialthere be

there go

there come

Figure 5 Process as Spectrum


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Circumstance as Linguistic Realization

Types Subcategory Probe Example

1. Extent temporal

(duration)

spatial

(distance,length)

for how

long?

how far?

for three

hoursevery twoweeks

for sixmiles


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Circumstance (cont)2. Location temporal

spatial

when?

where?

yesterday

Last week

here

in the room

3. Manner

4. Cause

--

--

how?

why?

quickly

very much

because of

the rainfor betterresult


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Circumstance (cont)

5.

Contingency

in what

circumstances?

in the event

of rain

in theabsence of

proof6. Role what as? as a

concernedparent

as anactingmanager


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Narrative

I have an unforgettable story on smoking. This happened when I was 9years old. I liked heroes in cowboy films where the heroes fired shootswhile they were smoking. One day, my friend Ali and I went to ourspecial place under the bamboo tress near the bank of a river in aremote place in Asahan. Ali took a packet of cigarettes, which hesnatched from his fathers drawers and I stole half a packet from myfatherpocket. There we enjoyed the cigarettes. After almost two hourssmoking I felt headache. I saw Alis face turning pale and Ali told methat he saw the earth moving. In no time Ali collapsed and got fainted. I

ran back home quickly and told our parents and the news spread allover the village. All of a sudden all members of the village came to ourfavorite place at the bank of a river and at no time Ali and I were taken tothe community medical centre. When we recovered our parents gotvery angry and as a lesson my uncle smacked me on the face and Aliwas hit by his elder brother. It was an awful experience

N ti E b dd d i E iti


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Narrative Embedded in Exposition

Smoking is inhaling smokes from burning cigarettes. Smoking causes disadvantages tohealth, welfare and environment. Firstly, smoking is hazardous to health. Because ofbreathing in poisonous smoke a smoker often has respiratory diseases such astuberculosis or lung cancer. Not only does smoking cause risk to the smokerhimself/herself but it is harmful to other people around (the passive smokers) as well. For

example, the passive smoker such as the fetus in the womb of pregnant women can havethe same amount of nicotine as its smoking mothers blood. To illustrate that smoking ishazardous, he is a story. I have an unforgettable story on smoking. This happened when Iwas 9 years old. I liked heroes in cowboy films where the heroes fired shoots while theywere smoking. One day, my friend Ali and I went to our special placeunder the bambootress near the bank of a river in a remote place in Asahan. Ali took a packet of cigarettes,which he snatched from his fathers drawers and I stole half a packet from my fatherpocket. There we enjoyed the cigarettes. After almost two hours smoking I felt

headache. I sawAlisface turning pale and Ali told me that he saw the earth moving. Inno time Ali collapsed and got fainted. I ran back home quickly and told our parents andthe news spread all over the village. All of a sudden all members of the village came toour favorite place at the bank of a river and at no time Ali and I were taken to thecommunity medical centre. When we recovered our parents got very angry and as alesson my uncle smacked me on the face and Ali was hit by his elder bother. It was anawful experience. Secondly, smoking causes economical disadvantage. The smokers arealways sicky so they have low-productivity activity. Therefore, they are disadvantageous

to economy. It is estimated that more than 87% smokers work less efficiently than non-smokers do. Thirdly, smoking litters the surroundings. Cigarette butts are everywherewith a huge amount of poisonous smoke is sent into the atmosphere. Jones (1998: 12)has observed that millions hectares of forest are felled for cigarette paper and filter. Inconclusion, smoking is disadvantageous to people, economy and environment. (It issuggested that smoking should be banned).


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LINEAR AND CIRCULAR GENRE

Linear genre: exposition, discussion, narrative,

procedure, description, explanation, report, recount

and anecdote

Circular Genre: newspaper story text

Linear genre: Multinucleus, linear structure, no

satellites, inter clausal analogy (univariate)

Circular genre: Mononucleus, orbital structure,

satellites, intra clausal analogy (multivariate)


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LINEAR AND CIRCULAR GENRE

1. LINEAR

2. Circular

AbstractThesis

Argument Conclusion

NucleusSatellite

Satellite Satellite

a b

T f N St T t


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Types of Newspaper Story Text

Newspaper Story Texts divides into

SAYING Text : Summary, Saying,

Background, Comment

DOING Text: Summary, Elaboration, Event,

Comment, Background, Consequence,

Justification, Solution

BEING Text: Summary, Elaboration,

Consequence, Observation, Projection A,

Projection B, Resolution


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Genre-Based Learning

- Firstly, the teacher presents the characteristics or

natures of a certain type of genre to the learners. Theexplanation covers the social function of the texts,generic structures and patterns of linguistic realizations.

- Secondly, the teachers and the learners explore acertain type of genre with a focus on the generic

structures and lexicogrammatical aspects of the genre.By observing the dominant linguistic realizations of agenre the learner can internalize and distinguish in whatrespect one type of genre is different from other types.

- Thirdly, the learners are asked to produce the genre. Toguide them to write the text, the teacher can providecues.

- Finally, the teachers and the learners explores the textsthey have produced

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Genre as Semiotics - Copy