The 3x3: setting up a linguistic toolkit for teaching academic writing

Authors

Sally Humphrey, University of Sydney
James R. Martin, University of Sydney
Shoshana J. Dreyfus, University of SydneyFollow
Ahmar Mahboob, University of Sydney

RIS ID

112499

Publication Details

Humphrey, S., Martin, J. R., Dreyfus, S. & Mahboob, A. (2010). The 3x3: setting up a linguistic toolkit for teaching academic writing. In A. Mahboob & N. K. Knight (Eds.), Appliable Linguistics (pp. 185-199). London, United Kingdom: Continuum International Publishing Group. http://www.bloomsbury.com/au/appliable-linguistics-9781441164155/

Link to publisher version (URL)

Continuum International Publishing Group

Abstract

Over the past 20 years, Systemic Functional Linguistics (SFL), especially its genre theory, has informed the development of an influential suite of literacy pedagogies within and beyond Australia. In higher education, linguists and educators have drawn on these perspectives to scaffold students' academic reading (Rose, 2005); to describe the verbal and visual demands of a range of disciplines (Chen and Foley, 2004; Hood, 2006; 2008; Jones, 2007; Lee, 2009; Ravelli, 2004; Wignell, 2007); and to support students in gaining control of the genres valued in these disciplines (Bonanno and Jones, 2007; Ellis, 2004; Coffin and Hewings, 2004; Mahboob, Dreyfus, Humphrey and Martin, this volume; Taylor and Drury, 2007; Woodward-Kron, 2005). The development of SFL-informed academic literacy pedagogies is hardly surprising, given the extended coverage of SFL systems and the long history of this 'appliable' linguistics in successfully addressing tasks and problems related to literacy learning and teaching (Halliday and Hasan, 2006; Halliday, 2007).