Could we describe as two of the most influential pedagogic applications of her research: One oriented to social analysis, using message semantics to demonstrate statistically the class basis of pedagogic codes, including your research in early literacy. And the other oriented to discourse analysis, with cohesion and schematic structure laying a foundation for discourse semantics and genre, that ultimately led to genre pedagogy?
Blogger Comments:
[1] Here Rose suggests that the value of Hasan's work is merely that it led to Martin's work. That is, for Rose, the value of Hasan's original research on lexicogrammatical cohesion and Generic Structure Potential is simply that Martin was able to rework it to derive his models of discourse semantics and genre pedagogy.
[2] This is misleading. To be clear, 'schematic structure' is Martin — e.g. Martin (1992: 505) — not Hasan. For Hasan's critique of Martin's 'schematic structure' — and genre — see her The Conception Of Context In Text (1995).
