Genre is critical concept for explaining how language offer members of disciplinary community rich resources for making meaning of various forms of knowledge within their disciplines. The knowledge mechanism of the field arranged through the global patterns of the text is necessary to be considered as important aspect in science literacy (Martin, 1993). Body of Systemic Functional Linguistics (SFL) literature showed that various hierarchical structures of meaning are exhibited through genres (Veel, 1997). Veel (1997) described it as the pathway of knowledge evolving from simple to complex represented in a wide range of science practices: doing science, organizing science, explaining science, and challenging science.

Thus, several questions can guide this investigation: what meanings are given more ‘privileged’ (Bernstein, 1990) in one field of study compared to others? and why do several meanings seem more important in one discipline compared to those in other discipline? Meanings that are considered true or important by members of a disciplinary community often align with shared experiences in established ‘discursive practices’ (Foucault, 1972) as ‘normal practices’ of the disciplines (Kuhn, 1996). Grounded on the main results of genre deconstructions in textbooks of both Economics and Law at an Indonesian university (Dalimunte & Pramoolsook, 2020; Pramoolsook & Dalimunte, 2020), the presentation attempts to primarily build up a solid framework devoted to unfold how the disciplines under investigation operate and possibly evolve. After the framework is well-established, the investigation is expected to offer useful insights for both disciplinary and language teaching practices in order to able to build students’ strong knowledge base and an awareness of their discipline.

Keywords: genre; systemic functional linguistics; academic discourse; disciplinary community

References

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