Genre analysis

Table of contents

Background theory. 3

Description of the texts. 5

Analysis of the texts. 6

Classroom practices. 8

References: 11

Appendix: 13

Background theory

The basic definition for the genre of communication is a widely accepted format of interaction which is put in to place for justified relationships and associations across the community. Written genres and speech genres are the two of most broader compositions of genres of communication used frequently to interact and facilitate information transfer across individuals (Martin and Rose, 2008). Sharing a common type of communication across two or more modes initiates the development of a common form of the genre, which can be used for interaction. These formats include but are not limited to letter, inquiry, meeting and memo. The usage of genres across educational institutions for availing the interactional possibility is a significant factor in the current context (Paltridge, 2018). It describes the overall operability in terms of communication between parents, teachers and the students. The usage of useful genres provides an additional advantage besides supporting the feasibility index that is based on describing the overall interaction-based benefits for the process.

Despite the fact that there are several possible usages for a genre-based communication structure this assessment will signify the advantages for foreign parents who are not entirely incorporated with the regional language across communicating at their children’s school. The usage of genres provides them with a suitable association which is more often feasible for introducing their equal participation and improvising the results based on frequent communication (Watanabe, 2016). Equal association across events and similarly related factors would have been largely affected if there were unavailability of genres and the related communication system. A massive help to those parents has been provided with the usage of these genres and that too in a comparatively lesser period (Campbell, 2017). The usability of genres is constant and smooth, which helps them in improving the communication structure and increase the user-friendliness of language even with a significantly lower level of excellence.

Use of genres provides individuals with an added amount of communication advantage as they are already provided with a separate domain based on foreign interaction possibilities to move on with. The availability of an independent domain for some particular types of operations lead to the development of a more familiar operational environment for the communicators, and this improves the extent as well as the quality of communication being taking place (Wang, 2007). In addition to this, education institutions hold an essential position across the social structure and thus, the parents are required to have a regular as well as healthy communication with their children’s teachers. Notably, in the case of a foreign land, the included association must be provided with a more natural approach to enhance the extent and the nature of communication between the individual parents as well as the teachers. The increased familiarity factor initiates a more understanding based approach and helps gain a better transfer of information during the communication process. It also provides the parents with a safer passage in the context of communication and interaction as it predefines the required associations and segments which are to be included across the provided set of information structure. In addition to this, the operations with emotional support also help in fulfilling an important interaction requirement across genre-based communication systems (Watanabe, 2016).

Genre theory

The genre theory describes a collection of theoretical approaches which are related to the development of common communication structures which are based on deciding better outcomes and benefits across similar situations (Jones, 2017). This theory provides a shape to the social context and enhances expectations related to communication. The method offers a wide range of operational usage across different sections of genres such as “apologies”, “recipes” to the medical records and proposals (Watanabe, 2016). This variety of operational usage defines the availability of a varied formation in terms of operation of genres and their accountability in managing practical communication possibilities. This theory is a significant tool for understanding the desired range of operational communication in different dimensions and situation based examples (Wang, 2004). The genre theory explains the roles and responsibilities which are based on deciding a more operational scenario related to jobs and their usability that is predefined and guided across the initially mentioned conditions. The theory signifies ways which can help any specific location to comply with the available issues of communication and can also be used to enhance the entire nature of operation, which is associated with the genre-based communication system. A communication process is enhanced through the availability of the game theory and its related information transfer mechanisms. This is an ideal possibility to improve the overall usability index for any primary communication process.

Genre theories are also critical in terms of managing better outcomes and association factors for each of the defined sections. The inclusion of genre theory, along with other methods provide a more suitable approach for understanding the complications of the communication process and attract better outcomes for describing the usability index (Hyon, 2017). The segmented aspects across this theory suggest a reasonable and straightforward approach to determine respective knowledge and understanding based on practising the communication structure (Woodward-Kron, 2005). Each of the predefined goals across a communication process is affected positively through the analysis driven by genre theories. These theories provide a more proper understanding of human behavior and its usability in terms of providing a more ideal approach for the structure and enhance the overall perception that is accountable to each of the communication goals (Bawarshi and Reiff, 2010). The association of information across each perspective provides the designing of progressive experienced across the communication. The genre-based communication system is liable to initiate a majorly advantageous approach for the interaction between teachers and parents. They will be provided with a definite understanding of each other which is an ideal means to have better communication (Bawarshi and Reiff, 2010). It enhances the usability of different genre factors that are suitably present across the system and are required to be measured with the available theoretically acknowledged assessment. This will also help in guiding the entire process ethically and will strengthen the outcomes developed in general.

Description of the texts

The texts described are related to emails based on parents and teacher interactions. These emails suggest requesting communication for the teachers by the parents in the account of their children. The first text describes an email from a parent to the teacher. This includes information about her daughter’s additional requirements in learning the English language. The parent is also demanding any possible process through which she can be made to read this subject at home. This can be considered as a micro genre named Narratives as it describes the present situation of the student and demands suitable help across the case (Rose and Martin, 2012). Thus it defines the narrative mode of micro-genres.

The following text mentioned describes a descriptive micro-genre as it is too an email and is based on providing some additional information for a student by his parent to the teacher. It has a request to make and thus can be included under this section. It defines the overall analysis of the situation that is presented by this parent and thus can be considered as a micro-genre.

The third text describes a descriptive micro-genre as it represents the situation to a teacher and also makes some request on behalf of the student. The third section of the micro-genre is mostly used across schools as it is related to day to day operations and management (Campbell, 2017). Similarly, the fourth text also resembles a similarity to the descriptive micro-genre and thus provides an additional amount of information for the process. This email text is based on a detailed description of a student by her parent. The fourth genre is of vast usage as it is associated with gaining better outcomes and provide a supportive ideology for most of the basic operations.

The fifth text is too based on descriptive micro-genre, and it provides the overall usability factor that is associated with giving a person-specific detail to the teacher. It gives the teacher an informed notification about the illness of one of the students and also illustrates leave application. The next text is an argument genre-based email and seeks a corresponding amount of information for an individual student. The next email text is descriptive micro-genre as it describes the present attendance situation of an individual student (Hyland, 2004). The following text is descriptive too as it provides a more suitable amount of information for the student and helps them achieve a better outcome based on the available updates. Each of the other text is based on emails that are descriptive micro genre-based. The amount of information provided across these texts makes them more expressive and explanatory. Almost all of the included texts relate to the micro-genre. The use of these genres makes them suitable for facilitating better outcomes and associations with the desired networks and also suggest a secure communication channel all along the process. Each of the desired networks of communication is linked to providing an informative overview of the process. Since these scenarios are based on delivering relatable approaches across parents and teachers, the scale of information shared is large (Hyon, 2017). Thus the selection of micro-genre is justified. It helps in idealizing the information transfer with supportive designs of communication which increases the extent and usability of information available.

Analysis of the texts-

The text provided across emails are informative and guiding in nature as they give a more proper understanding of the requirements and necessities across the parents and teachers relationship. A detailed analysis of the emails as micro and macro genres are provided in the below-mentioned sections.

These texts are quite essential in nature and provide a proper understanding of different operational outcomes that can be put together to attain a more responsive ideology from the teachers (Martin and Rose, 2008). The use of genres across these platforms suggest a more organized form of information transfer across the communication which is largely required under any educational process. The limitations in accountabilities are not suitable for a profound means of communication. Thus these are largely neglected across the entire process of communication. The communication subsequent are kept too healthy, and authorized formats of operations are introduced with the increased usability of micro-genres (Paltridge and Burton, 2000). This is evident in enhancing the overall intractability index for the process and achieve a more proper understanding of the accepted end. The desired outcomes are based on suggesting an ideal approach for describing the communication throughout the process and the accountabilities related to the operation of transmission are also enhanced collectively along with the significant progress of information flow. The free associations that are included across the desired network are based on facilitating an ideal analysis of communication between the student’s parents and the teachers. Each of them is based on different sections of micro as well as macro attributes and are liable to impact a suitable approach for designing and managing better outcomes for defining the communication process. Association of these genres is based on their respective usability and impact over the practical utilization of information propagation between two consecutive sections of the communication processes. An ideal representation of genres are provided, and it is liable to facilitate an in-depth understanding of the outcomes which can play a decisive role in managing better results.

The texts provide a detailed description of operations that are based on justifying the day to day activities across the school. This factor is quite helpful in obtaining a proper understanding of the used forms of genres and their operational jurisdictions across the provided system. Each of the operations depicted across the texts provides a more standardized and suitable format of information transfer to enhance the understanding of teachers. The genres used across this segment are basic in nature and can be considered as the most helpful attribute to improve the overall quality of managing communication. In some of the email texts, the teachers or the parents have been asking of additional support in terms of information or cooperation for the respective students. Thus, the texts describe the availability of genres as a significant factor for facilitating a better approach for collecting the required information (Paltridge, 2001). The notion of genres has been playing an evident role in idealizing the learning and teaching process for a very long time. It has been evident in promoting the desired network of operation across the institutional structure in the form of communication tools. The huge usability across education and learning is also based on the fact that there are differences in language between students, teachers and parents. Thus, the unavailability of a common language platform is not suitable for defining the required structure of the operation. This lacking is fulfilled with the availability of different genre types. These genres are quite supportive in developing informative communication samples and attracting a better approach for interaction between the teachers, students and their parents. The genre-based communication channel is one of the most basic requirements for an educational institute. The more prominent and clear communication, the more effective results. This factor is a significant prospect that is associated with the entire system of operation that is put in to place across the provided texts. These texts were evident in associating a better ideology and consideration for the students, teachers, as well as the parents. The increased amount of confidence and familiarity through these effective communication strategies are evident in providing the students with a better learning structure.

The use of micro-genres across these texts are a significant factor for initiatives such as cultural mapping and educational relationships. It helps the individuals to create a long-lasting image of their communication prospects which helps them achieve better outcomes and that too in fewer time segments (Campbell, 2017). Each of the desired networks of operation is based on facilitating a respective guidance process that is associated with the evident proposal and idealistic understanding of the services. The genres enhance the design of communications by adding proper knowledge of outcomes and facilitating a more suitable approach for defining requirements. The process of communication and its related aspects are strengthened with the availability of significant genres based approaches, and these are eventually based on promoting better outcomes and understandings based on which a more organized form of design structure is developed. This structure is liable to encourage relativity between the available communicators and enhance their experience of interaction (Jacobson, 2015). The usability factor for this structure is also enormous as it can be applied to every possible communication driven structure.

Classroom practices

Classroom practices have a huge implication in terms of genres and their related attributes. Genres provided across the emails are suitable for establishing better social connections through efficient communication networks. The usage of the communication system across classroom-based practices is enormous, and thus, the intractability factor is mostly affected by the availability of a genre-based approach. Classroom-based operations for the available genres across the email can be highly supportive in attain several solutions as demanded across the process. The usage of genres across classroom practices makes the learning process even more effective as the barriers of communication are minimized, and suitable approaches for better outcomes are integrated all across classroom learning practices (Rezat and Rezat, 2017). Genres are also useful in performing open discussions to attract better questions and answers sessions which enhance the overall learning possibility for each of the included learners. The impact and accountability which is provided by the application of pedagogical and theoretical approaches related to genres across a significant learning process are evident in promoting the desired network of operation and suggest better outcomes across the students as well as teacher’s perspective.

Classroom practices, including communication-based learnings, are primarily affected by the micro as well as macro genres mentioned across the email. These genres help the entire structure to interact with each of the available constituents and attract a better outcome related to the system of management (Paltridge, 2018). Each of the desired operational structure is linked to providing a more impulsive nature of the operation and is suitable to indulge across different sources and attitudes that are associated with any significant learning process. The whole structure of operational communication under a classroom learning practice is desired to be more comfortable and more likely to attain a better functional association for the process. Each of the desired networks is based on defining a suitable outcome which can be built to provide a pattern of association across the situated structure. The genres also help in providing an appropriate amount of support to the relationship development process (Akbaryet al. 2018). It helps in guiding the whole process with adjacent resources and attributes that are significant for defining better results and accountabilities based on the results accepted and logical approaches that are needed for a suitable communication platform. Genres provide additional support to the whole communication system and improvise the effective measure that is required to be planned across the available segments of communication (Campbell, 2017). Each of the desired attributes of genres describes a better communication process, and thus, these are employed across the classroom learning practices to resolve the issues mentioned across the emails.

The role of genres in supporting the educational and learning structure based communication is quite active. There has been evidence which describes the usability of genres in conducting better outcomes that are significant in managing resources and adjusting desired communication guidelines based on the requirements. The usability index that is associated with both micro and macro genres are quite useful in promoting better results as a whole for the entire process of communication (Jones, 2017). Communication improvising process for the related classroom learning possibilities is improved with the association of different genre types across the communication process. The classrooms with international students are the most likely sections to be affected by the usage of genres. This is due to the fact that during initial times the students face issues while communicating with the teachers as there is a primary language barrier. The usage of genres provides them with a more relatable approach for assessing better outcomes which can be influential ineffective communication all across the available classroom.

THANKS FOR YOUR HELP!!!

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References:

Akbary, M., Shahriari, H. and Hosseini Fatemi, A., 2018. The value of song lyrics for teaching and learning English phrasal verbs: a corpus investigation of four music genres. Innovation in Language Learning and Teaching, 12(4), pp.344-356.

Bawarshi, A.S. and Reiff, M.J., 2010. Genre: An introduction to history, theory, research, and pedagogy (p. 4). West Lafayette, IN: Parlor Press.

Campbell, L., 2017. Simulation genres and student uptake: The patient health record in clinical nursing simulations. Written Communication, 34(3), pp.255-279.

Hyland, K., 2004. Disciplinary discourses, Michigan classics ed.: Social interactions in academic writing. University of Michigan Press.

Hyon, S., 2017. Introducing genre and English for specific purposes. Routledge.

Jacobson, B., 2015. Teaching and Learning in an “Audit Culture”: A Critical Genre Analysis of Common Core Implementation. Teaching and Learning, 8(1).

Jones, N.N., 2017. Modified immersive situated service learning: A social justice approach to professional communication pedagogy. Business and Professional Communication Quarterly, 80(1), pp.6-28.

Martin, J.R. and Rose, D., 2008. Procedures and Procedural Recounts. Genre Relations: Mapping Culture. London: equinox.

Paltridge, B. and Burton, J., 2000. Making sense of discourse analysis. Gold Coast.

Paltridge, B., 2001. Genre and the language learning classroom. University of Michigan Press.

Paltridge, B., 2018. Discourse analysis for the second language writing classroom. The TESOL encyclopedia of English language teaching, pp.1-6.

Rezat, S. and Rezat, S., 2017. Subject-specific genres and genre awareness in integrated mathematics and language teaching. Eurasia Journal of Mathematics, Science and Technology Education, 13(7b), pp.4189-4210.

Rose, D. and Martin, J.R., 2012. Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Sheffield: Equinox.

Wang, W., 2004. A contrastive analysis of letters to the editor in Chinese and English. Australian review of applied linguistics, 27(1), pp.72-88.

Wang, W., 2007. The Notions of Genre and Micro-genre in Contrastive Rhetoric Research: Newspapers Commentaries on the Events of September 11th. University of Sydney papers in TESOL, 2(1), pp.83-117.

Watanabe, H., 2016. Genre analysis of writing tasks in Japanese university entrance examinations. Language Testing in Asia, 6(1), p.4.

Woodward-Kron, R., 2005. The role of genre and embedded genres in tertiary students’ writing.

Appendix:

Salutation   Dear Ms. Davis,

I am mother of Miko. I like to help my daughter do more better in English.  I want to know what   issue

we can do to help Miko read in English more.Demand

Action

Thank you for teaching our daughter. She is happy at school.

Sign offSincerely,

Sender’s nameYuko, mum of Miko

__________________________________________________________________________

Salutation   Dear Mr. Johns,

I am writing to request that my son, Arthur be given permission to join the chess club for the    issue

remainder of Term 4. I understand that the chess club is for Years 2-6, but Arthur has been       evaluation

playing chess with his father every afternoon and is quite good.

He is quite sad, as the Chess supervisor, Mrs. Young told him that he has to wait until he is in

Year 2.                                                                                                                                                                 demand

I am writing to you, as his Kindergarten teacher to advocate for him and speak with Mrs. Young     Action

to request special permission for Arthur.

Sign offKind Regards,

Sender’s nameMrs. Alina Greenburg

________________________________________________________________________

Salutation     Dear Mr. Gavin,

I am writing to request extra work for my son Luke, as we will be travelling to Scotland             issue

from September 1st of Term 3 and will be returning October 21st in Term 4.                                demand

I am sorry to have to take Luke out of school for such a long period, but my mother is ill and      Action

I am needed back home to help with her care.

I will make sure that he completes all the work.

Sign offKind Regards,

Sender’s nameMrs. Lynne McIntyre

_________________________________________________________________________

Salutation      Dear Miss Escobar,

My name is PatriciaAlbion and my daughter is Ana Albion, a member of your Math class.                 issue

I am writing to seek your help with Ana’s performance in your class. Ana is a bright,

inquisitive and creative young lady and really gets passionate about her activities. Yet somehow,

she found a slight aversion to numbers in general. I understand that she did very poorly during

the last exams and this quite upset her prompting her absence for two consecutive                         evaluation

class meetings. Let it be on the record that we did not ignore nor will we permit such

behaviour to carry on. As parents to three children, we understand, however, that

a continued stick approach may not be the best option in situation like this.

My husband and I would like to thank you for your understanding and help on this matter.                demand

Our hope is that we can maintain communication on how we can help Ana. I have attached                   Action

the result of her last exam. We will much appreciate it if you would give us feedback and

suggestions on how we can help her at home to improve her performance. Thanks for your understanding.

Sign off                      Sincerely,

Sender’s name         Patricia Albion

_________________________________________________________________________

Salutation     Dear Ms. Capp,

I am writing to inform the school that Poppy Ellis will be out sick today and possibly      issue

tomorrow. She woke up with a high fever and sore throat.

Sign offRegards,

Sender’s nameMrs. D. Ellis

_______________________________________________________________________

Salutation     Dear Mr Moriarty,

I am emailing to ask about Charlie’s behaviour and performance at school. He has been          issue

quite reserved at home for the last few weeks. His father has recently taken on a new

role at work that requires time away from home and I believe this may be the reason.            Evaluation

We are doing our best to monitor his mood and celebrate the weekends we have together,

and I’m hoping he will have improvements soon.                                                                                   demand

Anyway, I hope you may be able to enlighten me as to whether you’ve noticed any changes in   Action

his character too. Please let me know if there’s any further support you think he may require.

Sign offThank you,

Sender’s nameGeorgia Lee

________________________________________________________________________

Salutation     Dear Ms Watson,

I am emailing to explain Luca’s absence from school last week (25th March-29th March).

He was very ill with tonsillitis and was encouraged to stay home by his General Practitioner.     issue

He has since recovered, and I have attached a doctor’s certificate to this email in case it may

be required.                                                                                                                                                   evaluation

Thank you for your understanding, and please let me know if Luca missed anything vital          demandAction

he will need to catch up on.

Sign offKind regards,

Sender’s namePaul Graham

_______________________________________________________________________

Salutation     Dear Mr. Watts,

Please excuse James’ absence last week (Monday 28th October-Thursday 31st October).       issue

We travelled to Byron Bay to celebrate his Cousin’s wedding. He completed the homework   evaluation

you assigned while we were away and will bring it in today with this letter. Please let me     demand  Action

know if there are any issues.

Sign off                    Kind regards,

Sender’s nameMichael Scully

__________________________________________________________________

Salutation     Dear Mrs. Williams,

I am emailing to inform you of a significant change in Justin’s life.                                 issue

He was recently diagnosed
with a serious and debilitating autoimmune disorder (Crohn’s disease).

After several visits to specialists and a                                                                               evaluation

number of investigatory procedures, we finally have some answers to his constant

sickness and debilitating fatigue.

This condition is ongoing and can change drastically day to day, and it is for

this reason I think it is important to keep you informed. There will be days             demand  Action

when Justin may need special circumstances and I will attach a letter from

his Specialist explaining this further.

Please let me know if you have any questions at all.

Sign off                Thank you for your support,

Sender’s namePenelope Pitt

________________________________________________________________

Salutation     Dear Mr. Lake,

I am emailing with some questions regarding Nathan’s upcoming assignment                          issue

in History class. I understand this assignment is an oral presentation to the class.

Nathan is currently experiencing extreme social anxiety, and the idea of this presentation     demandAction

has made him so nervous he has been physically ill.

I hope there may be some way to provide special circumstances for this assessment

until Nathan can be treated for his severe social anxiety. Feel free to call me to discuss this further.

I can be reached on my provided mobile number and listed work number.

Sign offThank you,

Sender’s name    Karl Otford.

______________________________________________________________________________

Salutation     Dear Mr. Armati,

I understand that Ben has been misbehaving in your class. My wife and I have         issue

had our own concerns   issueregarding his behaviour at home, and are

consulting a child psychologist. We believe it will be in

Ben’s best interests if we meet with you to make a plan to address any issues         demand Action

and work together to

help him develop and improve, and keep you informed regarding any progress

made with

the psychologist.

Please let us know when would be best to meet with you, or if you’d prefer a phone consultation we can make this happen too.

Sign off                        Kind regards,

Sender’s name          Cooper Sanders