Scaffolding semogenesis: designing teacher/student interactions for face-to-face and online learning

Authors

James R. Martin, University of Sydney
Shoshana J. Dreyfus, University of SydneyFollow

RIS ID

112468

Publication Details

Martin, J. R. & Dreyfus, S. (2015). Scaffolding semogenesis: designing teacher/student interactions for face-to-face and online learning. In S. Starc, C. Jones & A. Maiorani (Eds.), Meaning Making in Text: Multimodal and Multilingual Functional Perspectives (pp. 265-298). London, United Kingdom: Palgrave Macmillan UK.

Abstract

This chapter explores classroom interaction enacted within 'Sydney School' genre pedagogy. Specifically, it explores the step of Joint Construction in the Teaching Learning Cycle (Rothery and Stenglin 1994, Humphrey 1996). Joint Construction involves a teacher leading a class in writing a text of the kind they have been exploring in earlier stages of the Teaching Learning Cycle. This chapter addresses the nature of interaction in Joint Construction from the perspective of discourse semantics systems, and proposes an additional rank to more fully describe the interaction in this designed institutionalized genre. The aim here is to create a principled system of analysis from classroom dialogue, and thereby bridge the gap between top-down genre approaches and bottom-up exchange structure approaches with the aim of creating a more comprehensive set of analyses for the description of classroom discourse.