Toward a genre writing curriculum: Schooling genres in the Common Core State Standards

The Common Core State Standards (CCSS), published in 2010 and adopted by the majority of U.S. states, established a set of expectations for student writing in K-12 education. In describing these expectations, the CCSS used three general “text type” classifications: Narrative, Informative/Explanatory, and Argumentative. While the CCSS outlines the general expectations for students writing in these text types, the linguistic and genre expectations were not fully expressed. This study examines 34 student exemplar texts provided in an appendix to the CCSS in order to determine the genre and linguistic expectations for student writing in K-12 education. Using a genre typology and linguistic framework from the Sydney-based Systemic Functional Linguistics (Martin & Rose, 2008; Rose & Martin, 2012), this analysis provides detailed functional explanations of the kinds of genres students are expected to write in and the kinds of language students might use in those genres in order to fulfill the CCSS. The results of the anal y sis shows a series of attested genres organized around six genre families, with a clear developmental trajectory in the Story family , but less clear developmental trajectories in t he Chronicles, Reports, Explanations, Procedural, Response, and Argument families. One notable finding is the presence of a genre unique to U.S. K -12 education: Tex t Comparison, which is in the Response family. The implications of this study for curriculum and instruction include addressing the genre gaps in the attested developmental trajectory for, mainly, content area writing, such as History and Science. A model of genre-based instruction for K-12 writing education is proposed

Dimensions of social meaning in post-classical Greek towards an integrated approach

Especially in the first half of the twentieth century, language was viewed as a vehicle for the transmission of facts and ideas. Later on, scholars working in linguistic frameworks such as Functional and Cognitive Linguistics, (Historical) Sociolinguistics and Functional Sociolinguistics, have emphasized the social relevance of language, focusing, for example, on linguistic concepts such as deixis, modality, or honorific language, or embedding larger linguistic patterns in their social contexts, through notions such as register, sociolect, genre, etc. The main aim of this article is to systematize these observations, through an investigation of how the central, though ill-understood notion of “social meaning” can be captured. The starting point for the discussion is the work that has been done in the framework of Systemic Functional Linguistics. This framework distinguishes “social” (“interpersonal”) meaning from two other types of meaning, and offers a typology of different types of contexts with which these different meanings resonate. In order to achieve a more satisfactory account of social meaning, however, I argue that we need to connect to a theory of how signs convey meaning. The discussion is relevant for Ancient Greek in its entirety, but focuses specifically on Post-classical Greek: as a case study, I discuss five private letters from the so-called Theophanes archive

Persuasion in Public Discourse

This book approaches persuasion in public discourse as a rhetorical phenomenon that enables the persuader to appeal to the addressee’s intellectual and emotional capacities in a competing public environment. The aim is to investigate persuasive strategies from the overlapping perspectives of cognitive and functional linguistics. Both qualitative and quantitative analyses of authentic data (including English, Czech, Spanish, Slovene, Russian, and Hungarian) are grounded in the frameworks of functional grammar, facework and rapport management, classical rhetoric studies and multimodal discourse analysis and are linked to the constructs of (re)framing, conceptual metaphor and blending, mental space and viewpoint. In addition to traditional genres such as political speeches, news reporting, and advertising, the book also studies texts that examine book reviews, medieval medical recipes, public complaints or anonymous viral videos. Apart from discourse analysts, pragmaticians and cognitive linguists, this book will appeal to cognitive musicologists, semioticians, historical linguists and scholars of related disciplines

Shifting identities: Executives’ use of first person pro-forms in financial Q&A sessions

An important function of company executives is to communicate the corporate identity, or the vision, values, and defining attributes of their organizations. Yet we know that identity is often a multi-faceted phenomenon that is dynamically constructed during interaction, involving aspects of both collective identity as a member of a group and individual identity as the expression of self as a unique person. This study aims to identify the different facets of executive speakers’ identity that emerge during the Q&A sessions of earnings calls as a key oral business genre during which teams of executives interact with financial analysts who participate via teleconferencing. The dialogic Q&A sessions follow prepared monologic presentations delivered by executive team and are relatively impromptu in nature, thus providing for a rich interactional context. The data for the study consist of the transcripts of the Q&A sessions of the quarterly earnings calls of ten major US-based companies. The analytical approach integrates both quantitative and qualitative methods to tease out the linguistic expression of identity in the form of the first person pro-forms we, us, our, ours, I, me, my and mine. Previous research on the pragmatic functions of such pro-forms has suggested that they are important indexical expressions that serve to establish roles and relationships in situated interaction, and therefore act as markers of identity. Text analysis software was used detect first-person pro-forms as particularly prominent features of the Q&A sessions and then to investigate patterns of usage through cluster analysis. Follow-up qualitative analysis of the most frequently used pro-forms in their context of usage revealed a range of nuanced identities that involved both institutional and organizational identities (plural forms), as well as individual and professional identities (singular forms), which allowed the executives to effectively interact with the financial analysts, in order to respond to challenging questions and convey a message that promotes both the company and themselves as successful business leaders. The findings of the analysis can be applied in financial communication courses help aspiring executives acquire competence in the effective use of first person pro-forms

Argumentation, Ideology and Discourse in Evolving Specialized Communication

In the digital age, the transformation process of information into ‘knowledge’ is characterized by hyper-connected communities, where a potentially infinite amount of information is ubiquitously accessible to individuals or community users and is instrumental in the creation of shared knowledge, but also in building consensus across community participants, societal membership and grouping, through the argumentative ideological representation of assumptions, values and practices. This Special Issue of “Lingue e Linguaggi” on the theme Argumentation, Ideology and Discourse in Evolving Specialized Communication explores the interface between these three dimensions and combines an array of perspectives into a distinctly unified volume, offering synchronic, diachronic, comparative, interlinguistic and intercultural approaches over a range of specialized knowledge domains. The volume integrates quantitative and qualitative approaches, making use of Corpus Linguistics, alongside other methods incorporated in theoretical approaches such as Critical Discourse Analysis, Appraisal Theory and Argumentation Theory, focusing on the pragma-linguistic features of different texts and genres, together with their ideological purposes for different audiences in various contexts of use. The collection of essays investigates argumentative styles and patterning along with the discursive socio-construction of ideology in the dynamics of recontextualization, rescripting and remediation which affect the multi-faceted nature of contemporary communication

Towards an authentic argumentation literacy test

A central goal of education is to improve argumentation literacy. How do we know how well this goal is achieved? Can we measure argumentation literacy? The present study is a preliminary step towards measuring the efficacy of education with regards to argumentation literacy. Tests currently in use to determine critical thinking skills are often similar to IQ-tests in that they predominantly measure logical and mathematical abilities. Thus, they may not measure the various other skills required in understanding authentic argumentation. To identify the elements of argumentation literacy, this exploratory study begins by surveying introductory textbooks within argumentation theory, critical thinking, and rhetoric. Eight main abilities have been identified. Then, the study outlines an Argumentation Literacy Test that would comprise these abilities suggested by the literature. Finally, the study presents results from a pilot of a version of such a test and discusses needs for further development

Discourses, Modes, Media and Meaning in an Era of Pandemic

The COVID-19 pandemic has affected all aspects of our everyday lives – from the political to the economic to the social. Using a multimodal discourse analysis approach, this dynamic collection examines various discourses, modes and media in circulation during the early stages of the pandemic, and how these have impacted our daily lives in terms of the various meanings they express. Examples include how national and international news organisations communicate important information about the virus and the crisis, the public’s reactions to such communications, the resultant (counter-)discourses as manifested in social media posts and memes, as well as the impact social distancing policies and mobility restrictions have had on people’s communication and interaction practices. The book offers a synoptic view of how the pandemic was communicated, represented and (re-)contextualised across different spheres, and ultimately hopes to help account for the significant changes we are continuing to witness in our everyday lives as the pandemic unfolds. This volume will appeal primarily to scholars in the field of (multimodal) discourse analysis. It will also be of interest to researchers and graduate students in other fields whose work focuses on the use of multimodal artefacts for communication and meaning making

Patterns and Variation in English Language Discourse

The publication is reviewed post-conference proceedings from the international 9th Brno Conference on Linguistics Studies in English, held on 16–17 September 2021 and organised by the Faculty of Education, Masaryk University in Brno. The papers revolve around the themes of patterns and variation in specialised discourses (namely the media, academic, business, tourism, educational and learner discourses), effective interaction between the addressor and addressees and the current trends and development in specialised discourses. The principal methodological perspectives are the comparative approach involving discourses in English and another language, critical and corpus analysis, as well as identification of pragmatic strategies and appropriate rhetorical means. The authors of papers are researchers from the Czech Republic, Italy, Luxembourg, Serbia and Georgia

Seeking the unseen humanities macrostructures: The use of corpus- and genre-assisted research methodologies to analyze written norms in English and Spanish literary criticism articles

Descriptive studies of general and discipline-specific academic writing genre conventions have paved the way for pedagogical materials that build real-world skills for novice academic writers. To name some better-known cases, breakthroughs have taken place in this regard in the fields of psychology, engineering, and chemistry. However, attested scholarship on rhetorical patterns in humanities writing, such as published literary criticism (hereafter “LC”) is less common. This dearth of research affects scholars of literature produced by Spanish-speakers who write in both English and Spanish. Many L1 Spanish user scholars must often publish their research in English, rather than Spanish, to maintain institutional employment. Postsecondary Spanish majors in the U.S. must also demonstrate competence in literary criticism to gain credentials. To address the needs of these groups, the present study examines the potential of lexical bundles, qualitative content, and multidimensional analyses to help describe LC from a lexico-grammatical perspective. Such findings may facilitate an arrival at a comprehensive schematic of strategies used by expert-level literary scholars in Spanish and English. First, using multidimensional analysis, linguistic features characteristic of literary criticism writing are analyzed and interpreted in the context of prior multidimensional analyses to offer insight on ways in which the written norms of LC compare to those espoused in other genres previously analyzed. Next, the study examines the syntactic structures and functions of lexical bundles used in English and Spanish LC writing, with particular attention to quasi-equivalent and language-specific bundles. Finally, the study proposes a taxonomy of communicative strategies utilized by literary scholars in their arguments. Devised via qualitative content analysis, this taxonomy may extend the functional analysis of bundles in LC. These findings offer further insight into the macrostructures of literary criticism, as well as the sentence-level strategies that serve as building blocks for expert-level writing in the genre