This book describes the different types of writing that are used as tools of communication in the adult world, and compares the writing tasks that teachers set for their pupils and the ways in which they measure success. By analyzing the different skills required within the school context and the outside world, Martin suggests how the education process could become more appropriate to the needs of the individual.

Factual Writing: Exploring and Challenging Social Reality (Language Education)

Reference

Martin, J.R.

Christie, Frances

English as a Second Language

Oxford University Press

Working with Functional Grammar is a workbook designed to teach and practice a wide range of grammatical analyses provided by M.A.K. Halliday in his Introduction to Functional Grammar. Halliday's influential work opened up the possibility of using grammar to explore how a text means what it does; this workbook will help students to understand Halliday's ideas and to apply them in the analysis of English texts.

Working With Functional Grammar

Literature & Fiction

Painter, Clare

Matthiessen, Christian M.I.M.

History & Criticism

Hodder Education Publishers

This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science. The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization) and the condensation of the technical and dispositional meanings as 'synoptic eyefuls' in discipline-specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the reconfiguration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by over 100 images and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science. This book will be of particular interest to scholars in multimodality, semiotics, literacy education and science education.

Reading Images for Knowledge Building: Analyzing Infographics in School Science (Routledge Studies in Multimodality)

Unsworth, Len

Foreign Language Study & Reference

Routledge

Words, Language & Grammar

Factual Writing: Exploring & Challenging Social Reality

Hyperion Books

This book is about the use of language in the science classroom. It discusses the evolution of scientific discourse for learning in secondary schools, and examines the form and function of language across a variety of levels including lexiogrammar, discourse semantics, register, genre and ideology. Special attention is paid to how this knowledge is imparted. It will be of particular interest to educators involved with linguistics and/or science curriculum and teachers of English for special and academic purposes.; It is aimed at teachers of undergraduates in science and literacy, linguists teaching in English for special and academic purposes and students in higher education with an interest in science and literacy.

Writing Science CL

Halliday, M.A.K.

Book by Halliday, M. A. K., Martin, J. R.

Writing Science: Literacy and Discursive Power (Pittsburgh Series in Composition, Literacy, and Culture)

Univ of Pittsburgh Pr

This volume focuses on the use of language and literacy issues in scientific research and in science classrooms. Working within the theoretical framework of systemic functional analysis, the book explores the evolution of scientific discourse in the English-speaking world, and the apprenticeship of students into the discourse in secondary schools. The distinguished linguist M.A.K. Halliday and his colleague, J.R. Martin, show scientific discourses at work in a range of historical, contemporary, and cross-cultural sites: from the works of the nineteenth-century scientists to other cultures’ textual representations of the natural world; from school students’ writings on scientific knowledge and procedures to the construction of a “Secret English” of science in secondary school textbooks and classroom talk. While the book draws specifically from examples of Australian schooling, it both refers to and has immediate application to schooling in North America. Running across these essays is a commitment not just to remaking science as a humane endeavor, but also to developing new analytic perspectives for critiquing science. They will be of particular interest to science and literacy educators and to educational linguists teaching in the field of English.

Writing Science: Literacy and Discursive Power (Composition, Literacy, and Culture)

Politics & Social Sciences

Social Sciences

University of Pittsburgh Press

Designed for researchers and students interested in exploring how speakers and writers construe meaning through discourse, this book guides readers through text analyses from five complementary perspectives on meaning.

Working With Discourse: Meaning Beyond the Clause (Open Linguistics Series)

Rose, David

Continuum Intl Pub Group

This book is for researchers and students interested in exploring how speakers and writers construe meaning through discourse. It draws on tools for discourse analysis developed in systemic functional linguistics and register and genre theory but requires no prior knowledge of functional linguistics, avoiding academic complexity wherever possible. Rather it builds a highly accessible set of analytic tools that can be used with ease by workers from a range of disciplines, including educational research, critical discourse analysis, cultural studies, text linguistics and language and literacy teaching.

Working with Discourse: Meaning Beyond the Clause

Bloomsbury Academic

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Books by Martin, J.R.