1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 41, Issue 2
  5. Article
Volume 41, Issue 2
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Central to rhetorical genre theory is the notion of ‘rhetorical situation’ (Bitzer, 1968), which emphasizes context as sociohistorically situated. In the analysis of academic genres, this notion helps us to think of the contexts that genres respond to as dynamic, varying across time and space, rather than as stable and unified disciplinary discourse communities. From this social perspective, academic disciplines are theorized as including a great number and range of rhetorical situations (Paré, 2014), and the idea of genre variation becomes of increasing scholarly interest. In this study, rhetorical genre theory and the concept of ‘rhetorical situation’ provide a framing for the analysis of a recurrent discursive event. The event is the design studio ‘crit’, a weekly presentation and review of students’ in-progress design ideas and artifacts, through which the teaching and learning of architectural design is enacted in the academy. In a professionally-oriented discipline such as architecture, curriculum genres often need to negotiate tensions between the academy and the profession. Applied to such settings, a rhetorical genre approach invites us to think about whose values and knowledge dominate, and who has the authority to adapt the genre to suit its changing needs. This paper reports on interviews with five design teachers (one senior academic and four professional practitioners). The interviews reveal how the teachers take up the crit genre in diverse ways, including what counts as knowledge and competence in the design studio and how this knowledge is best taught, learnt and assessed. The paper concludes that students would benefit from a genre pedagogy that focuses on genre variation, its sources and its consequences, as well as genre conventionality.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/aral.00009.mor
2019-01-10
2024-09-16

  • From This Site

    /content/journals/10.1075/aral.00009.mor
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Ackerman, J., & Oats, S.
    (1996) Image, text, and power in architectural design and workplace writing. InA. H. Duin & C. J. Hansen (Eds.), Non-academic writing: Social theory and technology (pp.81–121). Mahwah, New Jersey: Lawrence Erlbaum.
     [Google Scholar]
  2. Artemeva, N.
    (2009) Stories of becoming: A study of novice engineers learning genres of their profession. InC. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp.158–178). Indiana: WACC/Parlor Press.
     [Google Scholar]
  3. Bakhtin, M.
    (1981) The dialogic imagination: Four essays (M. Holquist, Ed.; C. Emerson & M. Holquist Trans.). Austin: University of Texas Press.
     [Google Scholar]
  4. (1986) Speech genres and other late essays. (V. W. McGee, Trans.) Austin: University of Texas Press.
     [Google Scholar]
  5. Bamberg, M.
    (2004) Narrative discourse and identities. InJ. C. Meister, T. Kindt, W. Schernus, & M. Stein (Eds.), Narratology beyond literary criticism (pp.213–237). Berlin & New York: Walter de Gruyter.
     [Google Scholar]
  6. Bartholomae, D.
    (1985) Inventing the university. In M. Rose (Ed.), When a writer can’t write: Studies in writer’s block and other writing process problems (pp.134–165). New York: Guilford.
     [Google Scholar]
  7. Bauman, R., & Briggs, C. L.
    (1990) Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology, 19, 59–88. 10.1146/annurev.an.19.100190.000423
     https://doi.org/10.1146/annurev.an.19.100190.000423 [Google Scholar]
  8. Bazerman, C.
    (1988) Shaping written knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press.
     [Google Scholar]
  9. Berkenkotter, C., & Huckin, T. N.
    (1995) Genre knowledge in disciplinary communication: Cognition/culture/power. Hillsdale, NJ: Lawrence Erlbaum.
     [Google Scholar]
  10. Bitzer, L.
    (1968) The rhetorical situation. Philosophy and Rhetoric, 1(1), 1–14.
     [Google Scholar]
  11. Blommaert, J.
    (2005) Discourse. Cambridge: Cambridge University Press. 10.1017/CBO9780511610295
     https://doi.org/10.1017/CBO9780511610295 [Google Scholar]
  12. Blommaert, J., & Horner, B.
    (2017) Mobility and academic literacies: An epistolary conversation. London Review of Education, 15(1), 1–20. 10.18546/LRE.15.1.02
     https://doi.org/10.18546/LRE.15.1.02 [Google Scholar]
  13. Bawarshi, A. S., & Reiff, M. J.
    (2010) Genre: An introduction to history, theory, research and pedagogy. West Lafayette, Indiana: Parlor Press.
     [Google Scholar]
  14. Coutinho, M. A., & Miranda, F.
    (2009) To describe genres: Problems and strategies. InC. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp.35–55). Indiana: Parlor Press.
     [Google Scholar]
  15. Cuff, D.
    (1991) Architecture: The story of practice. Cambridge, MA: MIT Press.
     [Google Scholar]
  16. Dannels, D. P.
    (2005) Performing tribal rituals: A genre analysis of “crits” in design studios. Communication Education, 54(2), 136–160. 10.1080/03634520500213165
     https://doi.org/10.1080/03634520500213165 [Google Scholar]
  17. Dias, P., Freedman, A., Medway, P., & Paré, A.
    (1999) Worlds apart: Acting and writing in academic and workplace contexts. Mahwah, NJ: Lawrence Erlbaum.
     [Google Scholar]
  18. Devitt, A. J.
    (2015) Genre performances: John Swales’ genre analysis and rhetorical-linguistic genre studies. Journal of English for Academic Purposes, 19, 44–51. 10.1016/j.jeap.2015.05.008
     https://doi.org/10.1016/j.jeap.2015.05.008 [Google Scholar]
  19. Dressen-Hammouda, D.
    (2014) Measuring the voice of disciplinarity in scientific writing: A longitudinal exploration of experienced writers in geology. English for Specific Purposes, 34, 14–25. 10.1016/j.esp.2013.10.001
     https://doi.org/10.1016/j.esp.2013.10.001 [Google Scholar]
  20. Flowerdew, J.
    (2002) Genre in the classroom: A linguistic approach. InA. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp.91–102). Mahwah, N.J.: Lawrence Erlbaum.
     [Google Scholar]
  21. Freedman, A., Adam, C., & Smart, G.
    (1994) Wearing suits to class: Simulating genres and simulations as genre. Written Communication, 11(2), 193–226. 10.1177/0741088394011002002
     https://doi.org/10.1177/0741088394011002002 [Google Scholar]
  22. Freeland, J. M.
    (1971) The making of a profession: A history of the growth and work of the architectural institutes in Australia. Sydney: Angus & Robertson.
     [Google Scholar]
  23. Frow, J.
    (2006) Genre. Oxon, UK: Routledge.
     [Google Scholar]
  24. Gusevich, M.
    (1991) The architecture of criticism: A question of autonomy. InA. Kahn (Ed.), Drawing, building, text (pp.8–24). New York: Princeton Architectural Press.
     [Google Scholar]
  25. Hyland, K.
    (2010) Community and individuality: Performing identity in applied linguistics. Written Communication, 27(2), 159–188. 10.1177/0741088309357846
     https://doi.org/10.1177/0741088309357846 [Google Scholar]
  26. Irvine, J.
    (1996) Shadow conversations and the indeterminacy of participant roles. InM. Silverstein & G. Urban (Eds.), Natural histories of discourses (pp.160–202). Chicago: University of Chicago Press.
     [Google Scholar]
  27. Johnston, L.
    (1997) Expedition of discovery: Architectural education at Newcastle. InR. Ballantyne, J. Bain, & J. Packer (Eds.), Reflecting on university teaching: Academics’ stories (pp.437–444). Canberra, ACT: Department of Employment, Education, Training & Youth Affairs.
     [Google Scholar]
  28. Lea, M., & Street, B.
    (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, 157–72. 10.1080/03075079812331380364
     https://doi.org/10.1080/03075079812331380364 [Google Scholar]
  29. Lillis, T., & Curry, M.
    (2010) Academic writing in a global context: The politics and practices of publishing in English. New York: Routledge.
     [Google Scholar]
  30. Medway, P.
    (1996) Virtual and material buildings: Construction and constructivism in architecture and writing. Written Communication, 13, 473–514. 10.1177/0741088396013004002
     https://doi.org/10.1177/0741088396013004002 [Google Scholar]
  31. Mewburn, I.
    (2009) Constructing bodies: Gesture, speech and representation at work in architectural design studios (Unpublished PhD thesis). University of Melbourne, Australia.
  32. Miller, C.
    (1984) Genre as social action. Quarterly Journal of Speech, 70(2), 151–167. 10.1080/00335638409383686
     https://doi.org/10.1080/00335638409383686 [Google Scholar]
  33. Miller, C. R.
    (2017) Where do genres come from?InC. R. Miller & A. R. Kelly (Eds.), Emerging genres in new media environments (pp.1–34). Palgrave, Macmillan: Cham. 10.1007/978‑3‑319‑40295‑6_1
     https://doi.org/10.1007/978-3-319-40295-6_1 [Google Scholar]
  34. Miller, C., & Shepherd, D.
    (2004) Blogging as social action: A genre analysis of the weblog. InL. Gurak, S. Antonijevic, L. Johnston, C. Ratliff, & J. Reymann (Eds.), Into the blogosphere: Rhetoric, community, and culture of weblogs. Minneapolis: University of Minnesota Libraries. Retrieved fromblog.lib.umn.edu/blogsphere/blogging_as_social_action.html
     [Google Scholar]
  35. Morton, J.
    (2013) Becoming architectural: Communities and genres in design studio pedagogy (Unpublished PhD thesis). University of Melbourne, Australia.
  36. Paré, A.
    (2014) Rhetorical genre theory and academic literacy. Journal of Academic Language and Learning, 8(1), 83–94.
     [Google Scholar]
  37. Pennycook, A.
    (2010) Language as a local practice. Milton Park, Abingdon: Routledge. 10.4324/9780203846223
     https://doi.org/10.4324/9780203846223 [Google Scholar]
  38. Pérez-Llantada, C.
    (2015) Genres in the forefront, languages in the background: The scope of genre analysis in language-related scenarios. Journal of English for Academic Purposes, 19, 10–21. 10.1016/j.jeap.2015.05.005
     https://doi.org/10.1016/j.jeap.2015.05.005 [Google Scholar]
  39. Prior, P.
    (1998) Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Mahwah, N.J.: Lawrence Erlbaum.
     [Google Scholar]
  40. (2001) Voices in text, mind and society: Sociohistoric accounts of discourse acquisition and use. Journal of Second Language Writing, 10, 55–81. 10.1016/S1060‑3743(00)00037‑0
     https://doi.org/10.1016/S1060-3743(00)00037-0 [Google Scholar]
  41. Robbins, E.
    (1994) Why architects draw. Cambridge, Mass.: MIT Press.
     [Google Scholar]
  42. Rogoff, B.
    (1990) Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
     [Google Scholar]
  43. Rowley-Jolivet, E., & Carter-Thomas, S.
    (2005) The rhetoric of conference presentation introductions: Context, argument and interaction. International Journal of Applied Linguistics, 15(1), 45–70. 10.1111/j.1473‑4192.2005.00080.x
     https://doi.org/10.1111/j.1473-4192.2005.00080.x [Google Scholar]
  44. Schön, D.
    (1985) The design studio: An exploration of its traditions and potential. London: Royal Institute of British Architects.
     [Google Scholar]
  45. (1987) Educating the reflective practitioner: Towards a new design for teaching and learning in the Professions. San Francisco: Jossey-Bass.
     [Google Scholar]
  46. Star, S., & Greisemer, J.
    (1989) Institutional ecology, ‘translations’ and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–1939. Social Studies of Science, 19(3), 387–420. 10.1177/030631289019003001
     https://doi.org/10.1177/030631289019003001 [Google Scholar]
  47. Swales, J. M.
    (1990) Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
     [Google Scholar]
  48. Swales, J. M., Barks, D., Ostermann, A., & Simpson, R.
    (2001) Between critique and accommodation: Reflections on an EAP course for masters of architecture students. English for Specific Purposes, 20, 439–458. 10.1016/S0889‑4906(01)00020‑5
     https://doi.org/10.1016/S0889-4906(01)00020-5 [Google Scholar]
  49. Tardy, C. M.
    (2016) Beyond convention: Genre innovation in academic writing. Ann Arbour: University of Michigan Press. 10.3998/mpub.5173647
     https://doi.org/10.3998/mpub.5173647 [Google Scholar]
  50. Threadgold, T.
    (1989) Talking about genre: Ideologies and incompatible discourses. Cultural Studies, 3(1), 101–127. 10.1080/09502388900490071
     https://doi.org/10.1080/09502388900490071 [Google Scholar]
  51. Webster, H.
    (2005) The architectural review: A study of ritual, acculturation and reproduction in architectural education. Arts & Humanities in Higher Education, 4(3), 265–282. 10.1177/1474022205056169
     https://doi.org/10.1177/1474022205056169 [Google Scholar]
  52. (2006) A Foucauldian look at the design jury. Art, Design & Communication in Higher Education, 5(1), 5–19. 10.1386/adch.5.1.5_1
     https://doi.org/10.1386/adch.5.1.5_1 [Google Scholar]
  53. Widdowson, H. G.
    (2003) Defining issues in English language teaching. Oxford: Oxford University Press.
     [Google Scholar]
  54. Yaneva, A.
    (2005) Scaling up and down: Extraction trials in architectural design. Social Studies of Science, 35(6), 867–894. 10.1177/0306312705053053
     https://doi.org/10.1177/0306312705053053 [Google Scholar]
/content/journals/10.1075/aral.00009.mor
Loading
  • Article Type: Research Article
Keyword(s): architecture education; genre pedagogy; genre variation; rhetorical genre theory; situated genre analysis

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error