WRITING CRITICAL REVIEWS IN A CONTENT-BASED LANGUAGE CURRICULUM

摘要

Having students write book or film reports is a common pedagogic practice in second language instruction. Christie and Derewianka (2008) characterise the report as a genre involving interpretation, where learners are asked to describe or explain. Many learners are likely to have encountered this kind of text before,and may therefore be able to call upon their pre-existing knowledge. The challenge is much greater when learners are asked to review books or films. Rose and Martin (2012) identify how reviews require that learners respond to a text (or film) and evaluate it through critiquing, something few are equipped to do. Instructors can help their learners through explicit instruction of the response genre. The presenter will describe how a project on European cinema used staged instruction to help students create film reviews. Examples of the stages taught to the learners will be provided. The results are given, focusing on ideational, interpersonal, and textual meanings. Details of a functional analysis of the texts are highlighted, with reference to examples of students’ work. Those attending will be able to take away materials to help with language curriculum development.