Designing a reading pedagogy for undergraduate biology students
Keywords:biology, building the field, genre pedagogy, reading intervention, Teaching Learning Cycle
This paper reports on research and intervention developed to support students in the four core courses of the undergraduate Biology program. This investigation was conducted as part of the SLATE research project (Mahboob, Dreyfus, Humphrey and Martin, 2010), a joint research project between the University of Sydney and City University Hong Kong (CityU). The paper focuses on the support provided for students to comprehend and extract relevant biological knowledge from course materials which were beyond teacher mediated lectures and notes. The pathway of reading support developed and implemented by SLATE researchers includes explicit modelling of genres written by expert biologists and guidance in taking notes from and summarizing those expert texts. In terms of pedagogy, the paper is informed by both reading and writing oriented pedagogies within the Sydney School genre tradition (Unsworth, 2001; Rose and Martin, 2012) and focuses on the stage of the Teaching Learning Cycle known as Building the Field (see Rothery and Stenglin, 1995)
Bernstein, B. (1996/2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (revised edn). Oxford: Rowman & Littlefield.
Christie, F. and Derewianka, B. (2008) School Discourse: Learning to Write Across the Years of Schooling. London and New York: Continuum.
Drury, H. (2004) Teaching academic writing on screen: A search for best practice’. In L. Ravelli and R. Ellis (eds) Analysing Academic Writing, 233–253. London: Continuum.
Dubilier, N., Bergin, C. and Lott, C. (2008) Symbiotic diversity in marine animals: the art of harnassing chemosynthesis. Nature Reviews/Microbiology 6: 725–740. http://dx.doi.org/10.1038/nrmicro1992
Ellis, R. (2004) Supporting genre-based literacy pedagogy with technology: The implications for the framing and classification of the pedagogy. In L. Ravelli and R. Ellis (eds) Analysing Academic Writing, 210–232. London: Continuum.
Guo, L. B. (2004) Multimodality in a biology textbook. In O’Halloran, K. (ed.) Multimodal discourse analysis: Systemic functional perspectives, 196–219. London: Continuum.
Hall-Stoodley, L., Costerton, J. W. and Stoodley, P. (2004) Bacterial Biofilms: from the natural environment to infectious diseases. Nature Reviews/Microbiology 2: 95–108. http://dx.doi.org/10.1038/nrmicro821
Hao, J. (2010) Exploring ‘doing biology’: A multifunctional investigation of undergraduate Honours’ and related published research warrants. Unpublished MA thesis. University of Sydney
Hao, J. and Humphrey, S. (2012) The role of ‘coupling’ in biological research warrant. Linguistics and Human Sciences 5 (2): 169–194.
Hood, S. (2010). Appraising Research: Evaluation in Academic Writing. London: Palgrave Macmillian. http://dx.doi.org/10.1057/9780230274662
Humphrey, S. and Hao, J. (2013) Deconstructing written genres in Undergraduate Biology. Linguistics and the Human Sciences 7 (1)–7 (2): 29–53.
Mahboob, A., Dreyfus, S., Humphrey, S. and Martin, J. (2010) Appliable linguistics and English language teaching: The Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project. In A. Mahboob and N. Knight (eds.) Directions in Appliable Linguistics, 25–43. London: Continuum.
Mahboob, A. (2013) Editor’s introduction. Linguistics and the Human Sciences 7 (1)–7 (2): 1–3.
Martin, J. R. and Rose, D. (2007) Working with Discourse; Meaning Beyond the Clause. London: Continuum.
Martin, J. R. and Rose, D. (2008) Genre Relations: Mapping Culture. London: Equinox.
Martin, J. R. and White, P. R. R. (2005) The Language of Evaluation: Appraisal in English. London and New York: Palgrave Macmillan.
Myers, G. (1990) Texts in the social construction of scientific knowledge. University of Wisconsin Press.
NSW Department of Education and Training (2003) Follow Up to ELLA: Programming and Strategies, DET Sydney (available online www.det.nsw.edu.au).
Rose, D. and Martin, J. R. (2012) Learning to Write, Reading to Learn: Scaffolding Democracy in Literacy Classrooms. London: Equinox Textbooks and Surveys in Linguistics.
Rothery, J., and Stenglin, M. (1995) Exploring literacy in school English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Swales, J. (1990) Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Swales, J. (2004) Research Genres: Explorations and Applications. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524827
Terr, A. I. (2004) Are Indoor Molds causing a new disease? Journal of Allergy and Clinical Immunology. 113 (2): 221–226. http://dx.doi.org/10.1016/j.jaci.2003.11.014
Thomson, E., Woodward-Kron, R. and Meek, J. (2001) Academic Writing: A Language-based Approach. Wollongong, NSW: Gonichi Language Services.
Unsworth, L. (1999) PSFP on CD – Reading texts in Stages 3 and 4. A database for teachers produced by NSW Priority Schools Program. NSW Department of Education and Training.
Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum. Open University Press.
Wignell, P. (2007) Vertical and horizontal discourse and the social sciences. In F. Christie and J. R. Martin (eds) Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, 184–204. London: Continuum.
Veel, R. (1997) Learning how to mean – scientifically speaking: apprenticeship into scientific discourse in the secondary school. In F. Christie and J. R. Martin (eds) Genre and Institutions: Social Processes in the Workplace and School,161–195. London: Cassell.
Veel, R. (2006) The Write it Right project – Linguistic modeling of secondary school and workplace in R. Whittiker, M. O’Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum.
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.