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Modelling Social Affiliation and genre in the Civic Domain
Humphrey, Sally
Humphrey, Sally
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Abstract
Developing models of context which can inform literacy education has been a central concern of systemic functional linguists. Halliday’s (e.g. 1991) model of social activity recognizes two aspects of context. Context of culture refers to the broader background against which the text has to be interpreted (Halliday, 1985, p. 46) and context of situation can be glossed as the immediate environment in which the text is actually functioning (Halliday, 1991, p. 8). These dimensions offer a powerful foundation for exploring the literacy practices of young people within institutions such as schools and universities as well as within more loosely bounded affiliations beyond schooling. This chapter reports on one aspect of a study (Humphrey, 2008), which has built on Systemic Functional Linguistics (SFL) models of context to account for the powerful forms of persuasion enacted by adolescents in what I have termed the ‘civic’ domain of their literacy lives. In so doing, it demonstrates the application of these models for making visible the persuasive goals of texts.
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Date
2010
Type
Book chapter
Journal
Book
Appliable Linguistics: Texts, contexts, and meanings
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Issue
Page Range
76-91
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ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Controlled