Two pictures of Communication and Language

Communication is not two minds communicating information (about mental, conceptual or worldly referents). It is not agent/sayer standing over separate from the listener/passive. It is an event/action/activity/happening in the world. A happening of (Medial) conversation which is the playing out of differences in the on-going living of our lives together as socio-historical-biological-material-embrained-embodied-emoted (en-habitus-ed) beings.  In play in this happening is not just two minds/agents, but two minds, plus the event of discourse itself, the Sache, the genre, institutions, narratives, heteroglossic pulls and plays, power, conceptual systems, etc (at all points on the SFL instantiation cline). All of these are stakes in play, at risk, being played and playing, both agent and affected, with no participant as the predetermined winner (‘in the last instance’). That is, it is an open, truly multi-level-ed, historical event. [Note to self: Need to gloss this further with Silverstein et al on indexicality of context – to separate it from rigid theoreticist ‘systems’, ‘structures’, ‘paradigms’, etc.]

OK, there are of course pressures, tendencies, assumptions, ground-rules, rules of the game, conventions, norms, habits, expectations, goals, interests, power, etc in play. There may even be a ‘typical actual’ to use Firth’s term, but the typical cannot be taken for granted. There is always the possibility of contingency, variation, contamination, misunderstanding, mis-plays, acquiescence or resistance, high emotions, recklessness, (affects), as well as peculiarities, particularities of circumstance which intervene, mask, skew, tip, hide or tilt the unfolding ensemble of play.

In short, in these language games of communication there is always a place for interpretation, phronetic judgment, cunning, tact, emotional cathexis (cf semantic weight -Butt; semantic density – Maton), misrecognition, mistakes, mis-readings, ethico-aesthetic-emotional reactions. Read more of this post

Defining Academic writing

Notes towards a critique of Genre Theory

When I think about defining academic writing, it is easy to shift too quickly to thinking in terms of SFL grammatics, and to define it in terms of features like grammatical metaphor, abstraction, technicality, etc. Or in terms of the genres deployed in assignments such as essays, reports, etc.

But this ignores the ‘rhetorical situation’ contexting academic writing.

I do not believe that the SFL notion of genre captures what is happening in academic writing. It’s notion of ‘institutional purpose’ is too thin, and there has been no real effort to thicken it up over the years – despite using phrases like ‘configuration of meanings’.

There are two issues: one, thickening the description of the institutional scene; and, secondly, acknowledging that educators are focused on the individual text and what it signifies about the understanding of the student author.

Re one: Genre theory has no category ‘above’ genre with which to describe the institutional context and its history of language games

Re two: Genre theory focuses on types, the generic case, not the unique or individual case.