Abstract
Recent years have seen the development of a number of approaches to genre analysis. Each of these approaches identifies structural elements in texts and makes statements about the patterning of these elements. Much less attention, however, has been given to the relationship between structural elements in texts. The paper describes an approach to genre analysis which aims to complement existing descriptions of genres by focusing on semantic relationships between structural elements in texts. The paper presents the theoretical background to the approach and then describes an example of its application within the context of the language learning classroom. In the example described, learners examine a number of instances of a particular genre in order to discover its prototypical features and the sorts of variation which occur across instances of the particular genre. Learners thus learn not only how a genre is shaped, but equally how they may make these discoveries for themselves. © 1995.
| Original language | English |
|---|---|
| Pages (from-to) | 503-511 |
| Journal | System |
| Volume | 23 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Nov 1995 |
| Externally published | Yes |
Bibliographical note
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