• Summary
  • Contents
  • Subject index

This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Writing as Linguistic Mastery: The Development of Genre-Based Literacy Pedagogy
Writing as linguistic mastery: The development of genre-based literacy pedagogy

This chapter outlines the genre-based approaches to teaching reading and writing developed over the past three decades in what has become known as the Sydney School (Martin, 2000, 2006; Martin and Rose, 2005). The pedagogy has been designed through a series of large-scale action research projects with teachers in various educational contexts, informed by functional linguistics and genre and register theory (Christie, 1999; Cope and Kalantzis, 1993; Hasan and Martin, 1989; Martin, 1998; Martin and Rose, 2003, 2008; Painter and Martin, 1986), by the educational sociology of Basil Bernstein (1990, 1996; Christie and Martin, 2007), and by Halliday's ground-breaking work on language development (1975, 1993, 2004), ...

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