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.


LANGUAGE
(Text)
SOCIAL CONTEXT
Figure 1 Language and Social Context

GENRE
SITUATION
LANGUAGE
(Text)
IDEOLOGY
Figure 2 Elements of Social Context and Language
SOCIAL
CONTEXT

GENRE
SITUATION
IDEOLOGY
Phonology/
Graphology/
Sign
(Discourse) Semantics
Lexicogrammar
SOCIAL
CONTEXT
LANGUAGE
(Text)
Figure 3 Stratified Semiotics of Language Use
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 of
how experience is represented, related,
exchanged and organized. (also technically
called Lexicogrammar)


CULTURE
SITUATION
IDEOLOGY
phonology
Phonology/
Graphology/
Sign
(Discourse)
Semantics
Lexicogrammar
Field
Tenor
Mode
Ideation/
Conjunction
Negotiation
Identification
Transitivity/
Ergativity
Mood Theme/
Rheme
Ideational
Function
Textual
Function
Interpersonal
Function
Figure 4 Metafunction
and Realizations across
Stratified Semiotics
Types of Genre
1. Description
2. Explanation
3. Procedure
4. Exposition (1) analytical (2) hortatory
5. Discussion
6. Narrative
7. Spoof/Recount
8. Recount
9. Report
10. Anecdote
11. News Item
12. Reviews
13. Commentary
14.
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 Identifying
Processes
-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 workings
of 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 and
Conjunctions
-use of the simple present tense
-some use of Passive voice to
get Theme right
3 Procedure to tell
someone to do
something and
how to do it.to
describe how
something 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 temporal
conjunctions (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 state
what happens
-use of Relational Process to state
what is or should be
-use of the simple present tense
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: contrastive
and 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 and
temporal Circumstances
-use of past tense
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 tense
focus on temporal sequence
9 Report to describe the
way things are
with reference
to a range of
natural, 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 temporal
sequence
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 about
events 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
12 Review to critique an
art work or
event for a
public
audience
Orientation
Interpretation
Evaluation
Evaluative
Summation
-focus on particular Participant
-the use of Attitudinal lexis and
epithets, qualitative Attributes
and Affective Mental Process
-use of elaborating and
extending clause and group
complexes
-use of metaphorical language
13 Comment-
ary
to explain the
processes
involved in the
formation
(evaluation) of
a socio-
cultural
phenomenon
as though a
natural
phenomenon
General Statement
[Explanation]
n
-generic, non-human
Participant
-the use of Material and
Relational Processes
-the use of temporal and
causal Circumstances
-he use past tense
MATERIAL
run, work, write, walk
MENTAL
like, feel, know, realize
RELATIONAL
be, become, look, sound
Behavioural
sleep, smile, die, bow
Verbal
say, tell, ask, advise
Existential
there be
there go
there come
Figure 5 Process as Spectrum
Circumstance as Linguistic Realization
Types Subcategory Probe Example
1. Extent temporal
(duration)



spatial
(distance,
length)
for how
long?


how far?
for three
hours
every two
weeks
for six
miles
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 rain
for better
result
Circumstance (cont)
5.
Contingency
in what
circumstan
ces?
in the event
of rain
in the
absence of
proof
6. Role


what as? as a
concerned
parent
as an
acting
manager
Circumstance (cont)
7. Matter


8.
Accompani
ment
what
about?


together
with?
about this
about
economics

with(out)
friends
instead of
the man
9. Angle says who? according
to weather
forecast
Exposition
Smoking is inhaling smokes from burning cigarettes.
Smoking causes disadvantages to health, welfare and environment.
Firstly, smoking is hazardous to health. Because of breathing in
poisonous smoke a smoker often has respiratory diseases such as
tuberculosis or lung cancer. Not only does smoking cause risk to the
smoker himself/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 have the same amount of
nicotine as its smoking mothers blood. Secondly, smoking causes
economical disadvantage. The smokers are always 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 everywhere with 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. In conclusion, smoking is disadvantageous to people,
economy and environment. (It is suggested that smoking should be
banned).
Narrative
I have an unforgettable story on smoking. This happened when I was 9
years old. I liked heroes in cowboy films where the heroes fired shoots
while they were smoking. One day, my friend Ali and I went to our
special place under the bamboo tress 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
father pocket. There we enjoyed the cigarettes. After almost two hours
smoking I felt headache. I saw Alis face turning pale and Ali told me
that 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 all
over the village. All of a sudden all members of the village came to our
favorite place at the bank of a river and at no time Ali and I were taken to
the community medical centre. When we recovered our parents got
very angry and as a lesson my uncle smacked me on the face and Ali
was hit by his elder brother. It was an awful experience
Narrative Embedded in Exposition
Smoking is inhaling smokes from burning cigarettes. Smoking causes disadvantages to
health, welfare and environment. Firstly, smoking is hazardous to health. Because of
breathing in poisonous smoke a smoker often has respiratory diseases such as
tuberculosis or lung cancer. Not only does smoking cause risk to the smoker
himself/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 have
the same amount of nicotine as its smoking mothers blood. To illustrate that smoking is
hazardous, he is a story. I have an unforgettable story on smoking. This happened when I
was 9 years old. I liked heroes in cowboy films where the heroes fired shoots while they
were smoking. One day, my friend Ali and I went to our special place under the bamboo
tress 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 father
pocket. There we enjoyed the cigarettes. After almost two hours smoking I felt
headache. I saw Alis face turning pale and Ali told me that 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 all over the village. All of a sudden all members of the village came to
our favorite place at the bank of a river and at no time Ali and I were taken to the
community medical centre. When we recovered our parents got very angry and as a
lesson my uncle smacked me on the face and Ali was hit by his elder bother. It was an
awful experience. Secondly, smoking causes economical disadvantage. The smokers are
always 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 everywhere
with 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. In
conclusion, smoking is disadvantageous to people, economy and environment. (It is
suggested that smoking should be banned).
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)

LINEAR AND CIRCULAR GENRE
1. LINEAR




2. Circular




Abstract
Thesis
Argument
Conclusion
Nucleus
Satellite
Satellite
Satellite
a b
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
Genre-Based Learning
- Firstly, the teacher presents the characteristics or
natures of a certain type of genre to the learners. The
explanation covers the social function of the texts,
generic structures and patterns of linguistic realizations.
- Secondly, the teachers and the learners explore a
certain type of genre with a focus on the generic
structures and lexicogrammatical aspects of the genre.
By observing the dominant linguistic realizations of a
genre the learner can internalize and distinguish in what
respect one type of genre is different from other types.
- Thirdly, the learners are asked to produce the genre. To
guide them to write the text, the teacher can provide
cues.
- Finally, the teachers and the learners explores the texts
they have produced