ABSTRACT
In this chapter Callaghan, Knapp and Noble discuss genre literacy in practice by detailing their experience while working on the Language and Social Power Project — one of the most important sites where genre as a theory of language was translated into genre literacy as an approach to teaching writing in schools. During this project, carried out for the Disadvantaged Schools Program (DSP) in the Metropolitan East Region (in Sydney) of the New South Wales Department of School Education, Callaghan, as a curriculum consultant seconded to the DSP from his position as a secondary school teacher, was a critical person in introducing genre literacy to the DSP. Peter Knapp later joined the DSP and together Callaghan and Knapp coordinated the production of the pathbreaking ‘Language and Social Power’ materials. The context in which this project took place is explained in the Bibliographical Essay which concludes this book.
