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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Systemic Functional Linguistics</h1><div class="u-tcGrayDark">58,279 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Systemic Functional Linguistics</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Systemic_Functional_Linguistics">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14884951 coauthored" data-work_id="14884951" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14884951/Functional_language_instruction_and_the_writing_growth_of_English_language_learners_in_the_middle_years">Functional language instruction and the writing growth of English language learners in the middle years</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper we report on the use of a scaffolding pedagogy (Gibbons, 2009), informed by a systemic functional linguistics, to support the writing of English Language Learners (ELLs) within middle years curriculum learning. We focus on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14884951" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper we report on the use of a scaffolding pedagogy (Gibbons, 2009), informed by a systemic functional linguistics, to support the writing of English Language Learners (ELLs) within middle years curriculum learning. We focus on the work of one teacher and her English class across the first eighteen months of a longitudinal design-based literacy research project, Embedding Literacies in the Key Learning Areas (ELK). This three year project was conducted in an Australian urban secondary school with 97.5% of students from language backgrounds other than English. A core aspect of the pedagogy implemented through the ELK project is the use of a shared metalanguage to make visible the patterns of language valued for discipline learning. Analysis of instructional materials, classroom discourse and data on students’ achievement on standardized external and formative internal assessments of writing over eighteen months indicates that growth in writing is related to pedagogical practices which include consistent use of a functional metalanguage in classroom modeling of exemplar texts and in feedback on students’ writing.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14884951" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5c465d1d3e96db08649a65c22da82ccb" rel="nofollow" data-download="{"attachment_id":78944140,"asset_id":14884951,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78944140/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="211379" href="https://aut.academia.edu/LMacnaught">Lucy Macnaught</a><script data-card-contents-for-user="211379" type="text/json">{"id":211379,"first_name":"Lucy","last_name":"Macnaught","domain_name":"aut","page_name":"LMacnaught","display_name":"Lucy Macnaught","profile_url":"https://aut.academia.edu/LMacnaught?f_ri=10611","photo":"https://0.academia-photos.com/211379/2831246/60051512/s65_lucy.macnaught.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-14884951">+1</span><div class="hidden js-additional-users-14884951"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://acu-au.academia.edu/SallyHumphrey">Sally Humphrey</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-14884951'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-14884951').html(); 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","downloadable_attachments":[{"id":78944140,"asset_id":14884951,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":211379,"first_name":"Lucy","last_name":"Macnaught","domain_name":"aut","page_name":"LMacnaught","display_name":"Lucy Macnaught","profile_url":"https://aut.academia.edu/LMacnaught?f_ri=10611","photo":"https://0.academia-photos.com/211379/2831246/60051512/s65_lucy.macnaught.jpg"},{"id":11982721,"first_name":"Sally","last_name":"Humphrey","domain_name":"acu-au","page_name":"SallyHumphrey","display_name":"Sally Humphrey","profile_url":"https://acu-au.academia.edu/SallyHumphrey?f_ri=10611","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":20960,"name":"Classroom Discourse Analysis","url":"https://www.academia.edu/Documents/in/Classroom_Discourse_Analysis?f_ri=10611","nofollow":true},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=10611","nofollow":true},{"id":88453,"name":"Metalanguage","url":"https://www.academia.edu/Documents/in/Metalanguage?f_ri=10611","nofollow":true},{"id":507777,"name":"SFL and Genre","url":"https://www.academia.edu/Documents/in/SFL_and_Genre?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54704880" data-work_id="54704880" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54704880/Loving_and_hating_the_movies_in_English_German_and_Spanish">Loving and hating the movies in English, German and Spanish</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We present a quantitative analysis of evaluative language in a genre in which it is particularly prominent, that of movie reviews. The data chosen are nonprofessional consumer-generated reviews written in English, German and Spanish. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54704880" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We present a quantitative analysis of evaluative language in a genre in which it is particularly prominent, that of movie reviews. The data chosen are nonprofessional consumer-generated reviews written in English, German and Spanish. The reviews are analyzed in terms of the categories of Attitude and Graduation within the Appraisal framework (Martin & White, 2005). The results show a clear influence of the genre on the relative frequency of the different types of Appraisal categories. This influence accounts for a number of the similarities found in the evaluative expression across the three languages, such as the predominance of Appreciation over other Appraisal categories, and the relation between the global positive or negative polarity of the reviews and the individual polarity of the spans in the reviews. We also found cross-linguistic differences, for example, those related to word order and argumentative style.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/54704880" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6db1e4483a892bd86b6e413819620773" rel="nofollow" data-download="{"attachment_id":70941998,"asset_id":54704880,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70941998/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="189430816" href="https://independent.academia.edu/JenniferHinnell">Jennifer Hinnell</a><script data-card-contents-for-user="189430816" type="text/json">{"id":189430816,"first_name":"Jennifer","last_name":"Hinnell","domain_name":"independent","page_name":"JenniferHinnell","display_name":"Jennifer Hinnell","profile_url":"https://independent.academia.edu/JenniferHinnell?f_ri=10611","photo":"https://0.academia-photos.com/189430816/52690458/40805053/s65_jennifer.hinnell.png"}</script></span></span></li><li class="js-paper-rank-work_54704880 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54704880"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54704880, container: ".js-paper-rank-work_54704880", }); 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$(".js-view-count[data-work-id=54704880]").text(description); $(".js-view-count-work_54704880").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_54704880").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="54704880"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2206" rel="nofollow" href="https://www.academia.edu/Documents/in/Genre_studies">Genre studies</a>, <script data-card-contents-for-ri="2206" type="text/json">{"id":2206,"name":"Genre studies","url":"https://www.academia.edu/Documents/in/Genre_studies?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8910" rel="nofollow" href="https://www.academia.edu/Documents/in/Evaluation">Evaluation</a><script data-card-contents-for-ri="8910" type="text/json">{"id":8910,"name":"Evaluation","url":"https://www.academia.edu/Documents/in/Evaluation?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=54704880]'), work: {"id":54704880,"title":"Loving and hating the movies in English, German and Spanish","created_at":"2021-10-01T17:07:56.251-07:00","url":"https://www.academia.edu/54704880/Loving_and_hating_the_movies_in_English_German_and_Spanish?f_ri=10611","dom_id":"work_54704880","summary":"We present a quantitative analysis of evaluative language in a genre in which it is particularly prominent, that of movie reviews. The data chosen are nonprofessional consumer-generated reviews written in English, German and Spanish. The reviews are analyzed in terms of the categories of Attitude and Graduation within the Appraisal framework (Martin \u0026 White, 2005). The results show a clear influence of the genre on the relative frequency of the different types of Appraisal categories. This influence accounts for a number of the similarities found in the evaluative expression across the three languages, such as the predominance of Appreciation over other Appraisal categories, and the relation between the global positive or negative polarity of the reviews and the individual polarity of the spans in the reviews. We also found cross-linguistic differences, for example, those related to word order and argumentative style.","downloadable_attachments":[{"id":70941998,"asset_id":54704880,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":189430816,"first_name":"Jennifer","last_name":"Hinnell","domain_name":"independent","page_name":"JenniferHinnell","display_name":"Jennifer Hinnell","profile_url":"https://independent.academia.edu/JenniferHinnell?f_ri=10611","photo":"https://0.academia-photos.com/189430816/52690458/40805053/s65_jennifer.hinnell.png"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=10611","nofollow":true},{"id":2206,"name":"Genre studies","url":"https://www.academia.edu/Documents/in/Genre_studies?f_ri=10611","nofollow":true},{"id":8910,"name":"Evaluation","url":"https://www.academia.edu/Documents/in/Evaluation?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=10611"},{"id":17611,"name":"Appraisal (Systemic Functional Linguistics)","url":"https://www.academia.edu/Documents/in/Appraisal_Systemic_Functional_Linguistics_?f_ri=10611"},{"id":1122591,"name":"Consumer Behaviour","url":"https://www.academia.edu/Documents/in/Consumer_Behaviour?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7370458" data-work_id="7370458" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7370458/Facets_of_a_Female_Politician_Representations_of_S%C3%A9gol%C3%A8ne_Royal_French_Presidential_Candidate_in_British_Broadsheet_Newspapers">Facets of a Female Politician: Representations of Ségolène Royal, French Presidential Candidate, in British Broadsheet Newspapers</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7370458" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3f818dda62a2e0d1c9cc40745b880bd0" rel="nofollow" data-download="{"attachment_id":36740768,"asset_id":7370458,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36740768/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13005657" href="https://cardiff.academia.edu/GerardOGrady">Gerard O'Grady</a><script data-card-contents-for-user="13005657" type="text/json">{"id":13005657,"first_name":"Gerard","last_name":"O'Grady","domain_name":"cardiff","page_name":"GerardOGrady","display_name":"Gerard O'Grady","profile_url":"https://cardiff.academia.edu/GerardOGrady?f_ri=10611","photo":"https://0.academia-photos.com/13005657/4601470/8831718/s65_gerard.o_grady.jpg"}</script></span></span></li><li class="js-paper-rank-work_7370458 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7370458"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7370458, container: ".js-paper-rank-work_7370458", }); });</script></li><li class="js-percentile-work_7370458 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7370458; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7370458"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7370458 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7370458"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7370458; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7370458]").text(description); $(".js-view-count-work_7370458").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7370458").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7370458"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10633" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Discourse_Analysis">Critical Discourse Analysis</a><script data-card-contents-for-ri="10633" type="text/json">{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7370458]'), work: {"id":7370458,"title":"Facets of a Female Politician: Representations of Ségolène Royal, French Presidential Candidate, in British Broadsheet Newspapers","created_at":"2014-06-16T20:21:40.357-07:00","url":"https://www.academia.edu/7370458/Facets_of_a_Female_Politician_Representations_of_S%C3%A9gol%C3%A8ne_Royal_French_Presidential_Candidate_in_British_Broadsheet_Newspapers?f_ri=10611","dom_id":"work_7370458","summary":null,"downloadable_attachments":[{"id":36740768,"asset_id":7370458,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13005657,"first_name":"Gerard","last_name":"O'Grady","domain_name":"cardiff","page_name":"GerardOGrady","display_name":"Gerard O'Grady","profile_url":"https://cardiff.academia.edu/GerardOGrady?f_ri=10611","photo":"https://0.academia-photos.com/13005657/4601470/8831718/s65_gerard.o_grady.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36187945" data-work_id="36187945" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36187945/_That_s_not_a_narrative_this_is_a_narrative_NAPLAN_and_pedagogies_of_storytelling_">‘That’s not a narrative; this is a narrative’: NAPLAN and pedagogies of storytelling’</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">For the past eight years, Australian school students in Years 3, 5, 7 and 9 have engaged in the National Assessment Program – Literacy and Numeracy (NAPLAN) writing test, with a one-in-two chance they will be tasked with producing a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36187945" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">For the past eight years, Australian school students in Years 3, 5, 7 and 9 have engaged in the National Assessment Program – Literacy and Numeracy (NAPLAN) writing test, with a one-in-two chance they will be tasked with producing a 'narrative' genre. This paper examines the way in which the very notion of storytelling and narrative is conceptualised in the NAPLAN supporting documentation, and its potential negative consequences. The paper begins by providing a review of the literature on storytelling, paying particular attention to research which has established the 'Complication-Resolution' narrative as one type of storytelling. It then provides an account of how story and narrative are typically characterised and defined in the official NAPLAN documentation, that is, as the 'Complication-Resolution' narrative exclusively. The final section of the paper presents a genre analysis of eight student writing samples and the related comments and gradings from the NAPLAN narrative marking guide. The analysis found a number of student texts in the marking guide that were effectively structured stories, but which had been marked down for Text Structure because they did not comply with the specific structure of the 'Complication-Resolution' narrative. The analysis also found a number of texts that scored highly with respect to the Text Structure criterion, even though they were not instances of the Complication-Resolution narrative sub-type. Drawing on these findings, the paper argues that various inconsistencies and points of apparent confusion in these comments and gradings can be taken as evidence that other sub-types of storytelling are being inappropriately devalued, and that ultimately, there is a lack of understanding in the nature of storytelling in the NAPLAN documentation. By way of conclusion, the paper reflects on some of the negative consequences that may flow from storytelling being defined in this limited way, including the implications for how storytelling is taught by teachers and caregivers, the potential misdirection of students as to what constitutes a 'good' story, as well as the cultural implications of limiting stories to one specific type.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36187945" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="11ac98bb46c560e817c0a76ae7e95fc4" rel="nofollow" data-download="{"attachment_id":56088328,"asset_id":36187945,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56088328/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1543693" href="https://unisa-au.academia.edu/DavidCaldwell">David Caldwell</a><script data-card-contents-for-user="1543693" type="text/json">{"id":1543693,"first_name":"David","last_name":"Caldwell","domain_name":"unisa-au","page_name":"DavidCaldwell","display_name":"David Caldwell","profile_url":"https://unisa-au.academia.edu/DavidCaldwell?f_ri=10611","photo":"https://0.academia-photos.com/1543693/547462/683450/s65_david.caldwell.jpg"}</script></span></span></li><li class="js-paper-rank-work_36187945 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36187945"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36187945, container: ".js-paper-rank-work_36187945", }); 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$(".js-view-count[data-work-id=36187945]").text(description); $(".js-view-count-work_36187945").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36187945").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36187945"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16499" rel="nofollow" href="https://www.academia.edu/Documents/in/Genre_Theory">Genre Theory</a>, <script data-card-contents-for-ri="16499" type="text/json">{"id":16499,"name":"Genre Theory","url":"https://www.academia.edu/Documents/in/Genre_Theory?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="118474" rel="nofollow" href="https://www.academia.edu/Documents/in/NAPLAN">NAPLAN</a><script data-card-contents-for-ri="118474" type="text/json">{"id":118474,"name":"NAPLAN","url":"https://www.academia.edu/Documents/in/NAPLAN?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36187945]'), work: {"id":36187945,"title":"‘That’s not a narrative; this is a narrative’: NAPLAN and pedagogies of storytelling’","created_at":"2018-03-17T17:08:08.355-07:00","url":"https://www.academia.edu/36187945/_That_s_not_a_narrative_this_is_a_narrative_NAPLAN_and_pedagogies_of_storytelling_?f_ri=10611","dom_id":"work_36187945","summary":"For the past eight years, Australian school students in Years 3, 5, 7 and 9 have engaged in the National Assessment Program – Literacy and Numeracy (NAPLAN) writing test, with a one-in-two chance they will be tasked with producing a 'narrative' genre. This paper examines the way in which the very notion of storytelling and narrative is conceptualised in the NAPLAN supporting documentation, and its potential negative consequences. The paper begins by providing a review of the literature on storytelling, paying particular attention to research which has established the 'Complication-Resolution' narrative as one type of storytelling. It then provides an account of how story and narrative are typically characterised and defined in the official NAPLAN documentation, that is, as the 'Complication-Resolution' narrative exclusively. The final section of the paper presents a genre analysis of eight student writing samples and the related comments and gradings from the NAPLAN narrative marking guide. The analysis found a number of student texts in the marking guide that were effectively structured stories, but which had been marked down for Text Structure because they did not comply with the specific structure of the 'Complication-Resolution' narrative. The analysis also found a number of texts that scored highly with respect to the Text Structure criterion, even though they were not instances of the Complication-Resolution narrative sub-type. Drawing on these findings, the paper argues that various inconsistencies and points of apparent confusion in these comments and gradings can be taken as evidence that other sub-types of storytelling are being inappropriately devalued, and that ultimately, there is a lack of understanding in the nature of storytelling in the NAPLAN documentation. By way of conclusion, the paper reflects on some of the negative consequences that may flow from storytelling being defined in this limited way, including the implications for how storytelling is taught by teachers and caregivers, the potential misdirection of students as to what constitutes a 'good' story, as well as the cultural implications of limiting stories to one specific type.","downloadable_attachments":[{"id":56088328,"asset_id":36187945,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1543693,"first_name":"David","last_name":"Caldwell","domain_name":"unisa-au","page_name":"DavidCaldwell","display_name":"David Caldwell","profile_url":"https://unisa-au.academia.edu/DavidCaldwell?f_ri=10611","photo":"https://0.academia-photos.com/1543693/547462/683450/s65_david.caldwell.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":16499,"name":"Genre Theory","url":"https://www.academia.edu/Documents/in/Genre_Theory?f_ri=10611","nofollow":true},{"id":118474,"name":"NAPLAN","url":"https://www.academia.edu/Documents/in/NAPLAN?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76123132" data-work_id="76123132" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/76123132/Discourse_semantics_of_risk_in_The_New_York_Times_1963_1987_2014_a_corpus_linguistic_approach">Discourse-semantics of risk in The New York Times, 1963, 1987--2014: a corpus-linguistic approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This site contains our report, the parse tree data, and an IPython Notebook that can be used to manipulate the dataset and reproduce our results.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76123132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34968109" href="https://unimelb.academia.edu/JensOZinn">Jens O. 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HEARD","profile_url":"https://spbu.academia.edu/%D0%90%D0%9B%D0%95%D0%9A%D0%A1%D0%90%D0%9D%D0%94%D0%A0%D0%95%D0%A1%D0%95%D0%A0%D0%93%D0%95%D0%95%D0%92%D0%98%D0%A7%D0%93%D0%95%D0%A0%D0%94?f_ri=10611","photo":"https://0.academia-photos.com/24616153/6657928/7523249/s65__._.jpg"}],"research_interests":[{"id":97,"name":"Philology","url":"https://www.academia.edu/Documents/in/Philology?f_ri=10611","nofollow":true},{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=10611","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=10611","nofollow":true},{"id":1205,"name":"Contact Linguistics","url":"https://www.academia.edu/Documents/in/Contact_Linguistics?f_ri=10611","nofollow":true},{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=10611"},{"id":1207,"name":"Historical 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Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=10611"},{"id":13769,"name":"Lexical Semantics","url":"https://www.academia.edu/Documents/in/Lexical_Semantics?f_ri=10611"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=10611"},{"id":16337,"name":"Lexicography","url":"https://www.academia.edu/Documents/in/Lexicography?f_ri=10611"},{"id":18766,"name":"Mathematical Linguistics","url":"https://www.academia.edu/Documents/in/Mathematical_Linguistics?f_ri=10611"},{"id":38910,"name":"Linguistic Typology","url":"https://www.academia.edu/Documents/in/Linguistic_Typology?f_ri=10611"},{"id":41980,"name":"Lingüística","url":"https://www.academia.edu/Documents/in/Ling%C3%BC%C3%ADstica?f_ri=10611"},{"id":79211,"name":"Structural Linguistics","url":"https://www.academia.edu/Documents/in/Structural_Linguistics?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68184695" data-work_id="68184695" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68184695/Hallidays_model_of_register_revisited_and_explored">Halliday's model of register revisited and explored</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Halliday’s description of register as ‘a variety of language, corresponding to a variety of situation’, with situation interpreted ‘by means of a conceptual framework using the terms “field”, “tenor” and “mode”’ (Halliday, 1985/89: 29,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68184695" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Halliday’s description of register as ‘a variety of language, corresponding to a variety of situation’, with situation interpreted ‘by means of a conceptual framework using the terms “field”, “tenor” and “mode”’ (Halliday, 1985/89: 29, 38) is revisited to reflect on the theoretical work the term ‘register’ does within the SFL paradigm. In doing so, we recognize that the concepts of a linguistic theory are ‘ineffable’ (Halliday, 2002 [1988]); i.e. that ‘providing definitions of a theoretical term ... requires that it be posi- tioned vis-à-vis other concepts in the theory’ (Hasan, 2004: 16). It follows that chang- ing the position of ‘register’ in the theory changes the nature of the concept. So while alternative uses of the term ‘register’ – such as in Martin’s genre model (e.g. 1992) and Halliday’s model – may advance a shared programme for language description and explanation as a route to social change, they must be seen as more than terminologi- cal variants. One consequence of ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68184695" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ec97f5649cb30fb82dd9fa58eddba9a2" rel="nofollow" data-download="{"attachment_id":78751549,"asset_id":68184695,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78751549/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59013267" href="https://independent.academia.edu/AlisonMoore20">Alison Moore</a><script data-card-contents-for-user="59013267" type="text/json">{"id":59013267,"first_name":"Alison","last_name":"Moore","domain_name":"independent","page_name":"AlisonMoore20","display_name":"Alison Moore","profile_url":"https://independent.academia.edu/AlisonMoore20?f_ri=10611","photo":"https://0.academia-photos.com/59013267/23645602/22683423/s65_alison.moore.jpg"}</script></span></span></li><li class="js-paper-rank-work_68184695 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68184695"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68184695, container: ".js-paper-rank-work_68184695", }); 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$(".js-view-count[data-work-id=68184695]").text(description); $(".js-view-count-work_68184695").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68184695").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68184695"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10044" rel="nofollow" href="https://www.academia.edu/Documents/in/Context">Context</a>, <script data-card-contents-for-ri="10044" type="text/json">{"id":10044,"name":"Context","url":"https://www.academia.edu/Documents/in/Context?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68184695]'), work: {"id":68184695,"title":"Halliday's model of register revisited and explored","created_at":"2022-01-14T17:13:37.764-08:00","url":"https://www.academia.edu/68184695/Hallidays_model_of_register_revisited_and_explored?f_ri=10611","dom_id":"work_68184695","summary":"Halliday’s description of register as ‘a variety of language, corresponding to a variety of situation’, with situation interpreted ‘by means of a conceptual framework using the terms “field”, “tenor” and “mode”’ (Halliday, 1985/89: 29, 38) is revisited to reflect on the theoretical work the term ‘register’ does within the SFL paradigm. In doing so, we recognize that the concepts of a linguistic theory are ‘ineffable’ (Halliday, 2002 [1988]); i.e. that ‘providing definitions of a theoretical term ... requires that it be posi- tioned vis-à-vis other concepts in the theory’ (Hasan, 2004: 16). It follows that chang- ing the position of ‘register’ in the theory changes the nature of the concept. So while alternative uses of the term ‘register’ – such as in Martin’s genre model (e.g. 1992) and Halliday’s model – may advance a shared programme for language description and explanation as a route to social change, they must be seen as more than terminologi- cal variants. One consequence of ...","downloadable_attachments":[{"id":78751549,"asset_id":68184695,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59013267,"first_name":"Alison","last_name":"Moore","domain_name":"independent","page_name":"AlisonMoore20","display_name":"Alison Moore","profile_url":"https://independent.academia.edu/AlisonMoore20?f_ri=10611","photo":"https://0.academia-photos.com/59013267/23645602/22683423/s65_alison.moore.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=10611","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=10611","nofollow":true},{"id":10044,"name":"Context","url":"https://www.academia.edu/Documents/in/Context?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=10611"},{"id":20422,"name":"Multimodal Discourse Analysis","url":"https://www.academia.edu/Documents/in/Multimodal_Discourse_Analysis?f_ri=10611"},{"id":53677,"name":"Semantic Networks","url":"https://www.academia.edu/Documents/in/Semantic_Networks?f_ri=10611"},{"id":61922,"name":"Agency","url":"https://www.academia.edu/Documents/in/Agency?f_ri=10611"},{"id":1164583,"name":"Surgical team interaction","url":"https://www.academia.edu/Documents/in/Surgical_team_interaction?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42043940" data-work_id="42043940" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42043940/Att_l%C3%A4ra_om_och_genom_metaforer_litteraturarbete_med_vuxna_andraspr%C3%A5ksinl%C3%A4rare">Att lära om och genom metaforer: litteraturarbete med vuxna andraspråksinlärare</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study is to contribute knowledge about how resources of language are talked about, used and necessitated in classroom interaction based on literary texts. The specific focus is the use of lexical and grammatical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42043940" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study is to contribute knowledge about how resources of language are talked about, used and necessitated in classroom interaction based on literary texts. The specific focus is the use of lexical and grammatical metaphors in teacher-led literature work in basic adult education. The material was generated through observations, voice recordings and collected teaching materials during classroom work with literature in the subject Swedish as a second language. Linguistic theories are used in the analysis. The result shows that both hidden metaphors and more creative lexical metaphors became subjects for discussion during the book talks. Meanings of these metaphors were negotiated by the teacher relating literal meanings to figurative counterparts or, especially in cases where the link between literal and figurative meanings were obtuse, by exemplifications and synonyms. As the meanings were related to characters, plot developments and overall themes in the novel, they also played a part in understanding the novels. Additionally, the result shows that grammatical metaphors, most frequently adjectivised or nominalised verbs, were important resources for describing the characters and explaining figurative language. To use them, the second language learners used communicative strategies such as innovations and over-generalisations of word inflections. Potentials for working with metaphors in a more conscious way are discussed, for example by pointing out how conceptual metaphors such as "war against cancer" reflect cultural perceptions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42043940" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a6f9a2008cca715b2f917543fb19ce48" rel="nofollow" data-download="{"attachment_id":62171005,"asset_id":42043940,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62171005/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2130829" href="https://linnaeus.academia.edu/RobertWalld%C3%A9n">Robert Walldén</a><script data-card-contents-for-user="2130829" type="text/json">{"id":2130829,"first_name":"Robert","last_name":"Walldén","domain_name":"linnaeus","page_name":"RobertWalldén","display_name":"Robert Walldén","profile_url":"https://linnaeus.academia.edu/RobertWalld%C3%A9n?f_ri=10611","photo":"https://0.academia-photos.com/2130829/1566167/154761889/s65_robert.walld_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_42043940 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42043940"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42043940, container: ".js-paper-rank-work_42043940", }); 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$(".js-view-count[data-work-id=42043940]").text(description); $(".js-view-count-work_42043940").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42043940").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42043940"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" rel="nofollow" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21708" rel="nofollow" href="https://www.academia.edu/Documents/in/Literature_And_Language_Teaching">Literature And Language Teaching</a><script data-card-contents-for-ri="21708" type="text/json">{"id":21708,"name":"Literature And Language Teaching","url":"https://www.academia.edu/Documents/in/Literature_And_Language_Teaching?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42043940]'), work: {"id":42043940,"title":"Att lära om och genom metaforer: litteraturarbete med vuxna andraspråksinlärare","created_at":"2020-02-22T10:51:26.310-08:00","url":"https://www.academia.edu/42043940/Att_l%C3%A4ra_om_och_genom_metaforer_litteraturarbete_med_vuxna_andraspr%C3%A5ksinl%C3%A4rare?f_ri=10611","dom_id":"work_42043940","summary":"The purpose of this study is to contribute knowledge about how resources of language are talked about, used and necessitated in classroom interaction based on literary texts. The specific focus is the use of lexical and grammatical metaphors in teacher-led literature work in basic adult education. The material was generated through observations, voice recordings and collected teaching materials during classroom work with literature in the subject Swedish as a second language. Linguistic theories are used in the analysis. The result shows that both hidden metaphors and more creative lexical metaphors became subjects for discussion during the book talks. Meanings of these metaphors were negotiated by the teacher relating literal meanings to figurative counterparts or, especially in cases where the link between literal and figurative meanings were obtuse, by exemplifications and synonyms. As the meanings were related to characters, plot developments and overall themes in the novel, they also played a part in understanding the novels. Additionally, the result shows that grammatical metaphors, most frequently adjectivised or nominalised verbs, were important resources for describing the characters and explaining figurative language. To use them, the second language learners used communicative strategies such as innovations and over-generalisations of word inflections. Potentials for working with metaphors in a more conscious way are discussed, for example by pointing out how conceptual metaphors such as \"war against cancer\" reflect cultural perceptions.","downloadable_attachments":[{"id":62171005,"asset_id":42043940,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2130829,"first_name":"Robert","last_name":"Walldén","domain_name":"linnaeus","page_name":"RobertWalldén","display_name":"Robert Walldén","profile_url":"https://linnaeus.academia.edu/RobertWalld%C3%A9n?f_ri=10611","photo":"https://0.academia-photos.com/2130829/1566167/154761889/s65_robert.walld_n.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=10611","nofollow":true},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":21708,"name":"Literature And Language Teaching","url":"https://www.academia.edu/Documents/in/Literature_And_Language_Teaching?f_ri=10611","nofollow":true},{"id":103303,"name":"Classroom Discourse","url":"https://www.academia.edu/Documents/in/Classroom_Discourse?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45014176" data-work_id="45014176" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45014176/Evaluative_contents_in_verbal_communication">Evaluative contents in verbal communication</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45014176" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e96b899c7910c5829bd2c2fa6983927e" rel="nofollow" data-download="{"attachment_id":65560945,"asset_id":45014176,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65560945/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16469180" href="https://independent.academia.edu/PRRWhite">P.R.R. White</a><script data-card-contents-for-user="16469180" type="text/json">{"id":16469180,"first_name":"P.R.R.","last_name":"White","domain_name":"independent","page_name":"PRRWhite","display_name":"P.R.R. White","profile_url":"https://independent.academia.edu/PRRWhite?f_ri=10611","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_45014176 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45014176"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45014176, container: ".js-paper-rank-work_45014176", }); });</script></li><li class="js-percentile-work_45014176 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45014176; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45014176"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45014176 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45014176"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45014176; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45014176]").text(description); $(".js-view-count-work_45014176").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45014176").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45014176"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="815" rel="nofollow" href="https://www.academia.edu/Documents/in/Epistemology">Epistemology</a>, <script data-card-contents-for-ri="815" type="text/json">{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2089" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Identity">Social Identity</a>, <script data-card-contents-for-ri="2089" type="text/json">{"id":2089,"name":"Social Identity","url":"https://www.academia.edu/Documents/in/Social_Identity?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21498" rel="nofollow" href="https://www.academia.edu/Documents/in/Affect_Emotion">Affect/Emotion</a><script data-card-contents-for-ri="21498" type="text/json">{"id":21498,"name":"Affect/Emotion","url":"https://www.academia.edu/Documents/in/Affect_Emotion?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45014176]'), work: {"id":45014176,"title":"Evaluative contents in verbal communication","created_at":"2021-01-30T16:36:14.279-08:00","url":"https://www.academia.edu/45014176/Evaluative_contents_in_verbal_communication?f_ri=10611","dom_id":"work_45014176","summary":null,"downloadable_attachments":[{"id":65560945,"asset_id":45014176,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16469180,"first_name":"P.R.R.","last_name":"White","domain_name":"independent","page_name":"PRRWhite","display_name":"P.R.R. White","profile_url":"https://independent.academia.edu/PRRWhite?f_ri=10611","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=10611","nofollow":true},{"id":2089,"name":"Social Identity","url":"https://www.academia.edu/Documents/in/Social_Identity?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":21498,"name":"Affect/Emotion","url":"https://www.academia.edu/Documents/in/Affect_Emotion?f_ri=10611","nofollow":true},{"id":56743,"name":"Appraisal theory","url":"https://www.academia.edu/Documents/in/Appraisal_theory?f_ri=10611"},{"id":93640,"name":"Stance","url":"https://www.academia.edu/Documents/in/Stance?f_ri=10611"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29923774 coauthored" data-work_id="29923774" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29923774/Systemic_Functional_Linguistics_at_the_Crossroads_Intercultural_and_Contrastive_Descriptions_of_Language">Systemic Functional Linguistics at the Crossroads: Intercultural and Contrastive Descriptions of Language</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">From a systemic functional perspective, language is considered essentially a probabilistic system. An important part of the meaning of any feature is its relative probability in relation to other mutually defining features and, therefore,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29923774" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">From a systemic functional perspective, language is considered essentially a probabilistic system. An important part of the meaning of any feature is its relative probability in relation to other mutually defining features and, therefore, language description is intimately related to the (un)expectedness of the behaviour, presence, absence, etc. of linguistic phenomena. However, globalization is dynamically pervading cultural and historical groups, identities and languages to an unprecedented extent and thus it is not surprising that cultural differences, hybridizing processes and diversity are challenging our knowledge and our expectations on the probability and extent of linguistic phenomena and their behaviour. Thus, by postioning linguistics at the crossroads, the conference invites participants to explore how cultural dynamics challenges linguistic description both in theory and practice from a variety of perspectives, including how paradigmatic choices are realized syntagmatically in different languages, how experience is construed in different settings, or how social roles and relations are enacted in culturally diverse situations, just to name a few. The conference also aims at addressing the question of how SFL is located at the crossroads between past and future in terms of the theoretical achievements and practical applications so far achieved and, therefore, it also invites proposals dealing with up-to-date theoretical constructs and practical applications from intra-and inter-disciplinary perspectives which show how SFL is at the cutting edge of linguistic description.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29923774" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b9fc774d9ec7fbc88184b143a1de42e3" rel="nofollow" data-download="{"attachment_id":50382518,"asset_id":29923774,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50382518/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="610655" href="https://usal.academia.edu/IzaskunElorza">Izaskun Elorza</a><script data-card-contents-for-user="610655" type="text/json">{"id":610655,"first_name":"Izaskun","last_name":"Elorza","domain_name":"usal","page_name":"IzaskunElorza","display_name":"Izaskun Elorza","profile_url":"https://usal.academia.edu/IzaskunElorza?f_ri=10611","photo":"https://0.academia-photos.com/610655/212833/20709844/s65_izaskun.elorza.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-29923774">+2</span><div class="hidden js-additional-users-29923774"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://usal.academia.edu/norakaplan">nora kaplan</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://usal.academia.edu/MiriamP%C3%A9rezVeneros">Miriam Pérez-Veneros</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-29923774'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-29923774').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29923774 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29923774"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29923774; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29923774]").text(description); $(".js-view-count-work_29923774").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29923774").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29923774"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17611" rel="nofollow" href="https://www.academia.edu/Documents/in/Appraisal_Systemic_Functional_Linguistics_">Appraisal (Systemic Functional Linguistics)</a>, <script data-card-contents-for-ri="17611" type="text/json">{"id":17611,"name":"Appraisal (Systemic Functional Linguistics)","url":"https://www.academia.edu/Documents/in/Appraisal_Systemic_Functional_Linguistics_?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="78308" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Grammar">Systemic Functional Grammar</a>, <script data-card-contents-for-ri="78308" type="text/json">{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="245540" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistica_sistemico-funcional">Línguística sistemico-funcional</a><script data-card-contents-for-ri="245540" type="text/json">{"id":245540,"name":"Línguística sistemico-funcional","url":"https://www.academia.edu/Documents/in/Linguistica_sistemico-funcional?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29923774]'), work: {"id":29923774,"title":"Systemic Functional Linguistics at the Crossroads: Intercultural and Contrastive Descriptions of Language","created_at":"2016-11-17T13:02:24.710-08:00","url":"https://www.academia.edu/29923774/Systemic_Functional_Linguistics_at_the_Crossroads_Intercultural_and_Contrastive_Descriptions_of_Language?f_ri=10611","dom_id":"work_29923774","summary":"From a systemic functional perspective, language is considered essentially a probabilistic system. An important part of the meaning of any feature is its relative probability in relation to other mutually defining features and, therefore, language description is intimately related to the (un)expectedness of the behaviour, presence, absence, etc. of linguistic phenomena. However, globalization is dynamically pervading cultural and historical groups, identities and languages to an unprecedented extent and thus it is not surprising that cultural differences, hybridizing processes and diversity are challenging our knowledge and our expectations on the probability and extent of linguistic phenomena and their behaviour. Thus, by postioning linguistics at the crossroads, the conference invites participants to explore how cultural dynamics challenges linguistic description both in theory and practice from a variety of perspectives, including how paradigmatic choices are realized syntagmatically in different languages, how experience is construed in different settings, or how social roles and relations are enacted in culturally diverse situations, just to name a few. The conference also aims at addressing the question of how SFL is located at the crossroads between past and future in terms of the theoretical achievements and practical applications so far achieved and, therefore, it also invites proposals dealing with up-to-date theoretical constructs and practical applications from intra-and inter-disciplinary perspectives which show how SFL is at the cutting edge of linguistic description.","downloadable_attachments":[{"id":50382518,"asset_id":29923774,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":610655,"first_name":"Izaskun","last_name":"Elorza","domain_name":"usal","page_name":"IzaskunElorza","display_name":"Izaskun Elorza","profile_url":"https://usal.academia.edu/IzaskunElorza?f_ri=10611","photo":"https://0.academia-photos.com/610655/212833/20709844/s65_izaskun.elorza.jpg"},{"id":1769031,"first_name":"nora","last_name":"kaplan","domain_name":"usal","page_name":"norakaplan","display_name":"nora kaplan","profile_url":"https://usal.academia.edu/norakaplan?f_ri=10611","photo":"/images/s65_no_pic.png"},{"id":19175917,"first_name":"Miriam","last_name":"Pérez-Veneros","domain_name":"usal","page_name":"MiriamPérezVeneros","display_name":"Miriam Pérez-Veneros","profile_url":"https://usal.academia.edu/MiriamP%C3%A9rezVeneros?f_ri=10611","photo":"https://0.academia-photos.com/19175917/5344110/10443939/s65_miriam.p_rez_veneros.png"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":17611,"name":"Appraisal (Systemic Functional Linguistics)","url":"https://www.academia.edu/Documents/in/Appraisal_Systemic_Functional_Linguistics_?f_ri=10611","nofollow":true},{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611","nofollow":true},{"id":245540,"name":"Línguística sistemico-funcional","url":"https://www.academia.edu/Documents/in/Linguistica_sistemico-funcional?f_ri=10611","nofollow":true},{"id":470268,"name":"Linguistica Sistémica Funcional","url":"https://www.academia.edu/Documents/in/Linguistica_Sist%C3%A9mica_Funcional?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45030168 coauthored" data-work_id="45030168" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45030168/Ense%C3%B1ar_n%C3%A1huatl_a_trav%C3%A9s_de_la_poes%C3%ADa_Una_intervenci%C3%B3n_did%C3%A1ctica_desde_la_pedagog%C3%ADa_de_g%C3%A9nero_Leer_para_Aprender">Enseñar náhuatl a través de la poesía: Una intervención didáctica desde la pedagogía de género Leer para Aprender</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Resumen La desventaja social, cultural y educativa sufrida por la población indígena en México ha sido extensamente documentada. El país carece de una política educativa clara en materia de educación indígena, lo cual se evidencia en un... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45030168" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Resumen La desventaja social, cultural y educativa sufrida por la población indígena en México ha sido extensamente documentada. El país carece de una política educativa clara en materia de educación indígena, lo cual se evidencia en un vacío metodológico e instrumental dentro de las aulas. Por ello, en el programa de Maestría de Literacidades Académicas y Estudios del Discurso de la Universidad Autónoma de Tlaxcala, se han favorecido intervenciones que aborden esta problemática y contribuyan a cambiar este adverso panorama. Una de estas intervenciones es la que aquí se presenta. Esta tuvo como objetivo la enseñanza del náhuatl como segunda lengua, utilizando los principios y la metodología del programa Leer para Aprender de la lingüística sistémico-funcional, a través de textos poéticos contemporáneos escritos en náhuatl. Los resultados de la aplicación de esta unidad didáctica indican que los participantes se confrontaron con una nueva manera de entender las acciones pedagógicas de las lenguas, que los llevó a ser más participativos y experimentar un aprendizaje más significativo en el aula. Asimismo, el ejercicio resaltó la importancia de los procesos de andamiaje explícito y situado en la construcción de ambientes de aprendizaje interculturales más auténticos, eficientes y de revaloración para la lengua indígena, tal como lo promueve esta metodología. Palabras clave: enseñanza de náhuatl; lingüística sistémico-funcional; pedagogía de género; poesía contemporánea; Leer para Aprender. Abstract The social, cultural and educational disadvantage suffered by the indigenous population in Mexico has been extensively documented. The country lacks a clear educational policy on indigenous education, which is evident in a methodological and instrumental gap within the classrooms. For this reason, the Master's program in Academic Literacies and Discourse Studies at Universidad Autónoma de Tlaxcala, favors interventions that address this problem and contribute to change this</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45030168" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8272cb4c6e2febb2d114f95e5ab3e10a" rel="nofollow" data-download="{"attachment_id":65580072,"asset_id":45030168,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65580072/download_file?st=MTc0MDYzMDYxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67278828" href="https://uatx.academia.edu/JessicaDelgado">Jessica Delgado Aguilar</a><script data-card-contents-for-user="67278828" type="text/json">{"id":67278828,"first_name":"Jessica","last_name":"Delgado Aguilar","domain_name":"uatx","page_name":"JessicaDelgado","display_name":"Jessica Delgado Aguilar","profile_url":"https://uatx.academia.edu/JessicaDelgado?f_ri=10611","photo":"https://0.academia-photos.com/67278828/51106084/39164011/s65_jessica.delgado_aguilar.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-45030168">+1</span><div class="hidden js-additional-users-45030168"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uatx.academia.edu/LauraAuroraHR">Laura Aurora Hernández</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-45030168'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-45030168').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45030168 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45030168"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45030168; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45030168]").text(description); $(".js-view-count-work_45030168").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45030168").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45030168"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10612" rel="nofollow" href="https://www.academia.edu/Documents/in/Genre-based_pedagogy">Genre-based pedagogy</a>, <script data-card-contents-for-ri="10612" type="text/json">{"id":10612,"name":"Genre-based pedagogy","url":"https://www.academia.edu/Documents/in/Genre-based_pedagogy?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12459" rel="nofollow" href="https://www.academia.edu/Documents/in/Nahuatl">Nahuatl</a>, <script data-card-contents-for-ri="12459" type="text/json">{"id":12459,"name":"Nahuatl","url":"https://www.academia.edu/Documents/in/Nahuatl?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50024" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Teaching">Language Teaching</a><script data-card-contents-for-ri="50024" type="text/json">{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45030168]'), work: {"id":45030168,"title":"Enseñar náhuatl a través de la poesía: Una intervención didáctica desde la pedagogía de género Leer para Aprender","created_at":"2021-02-01T19:10:28.567-08:00","url":"https://www.academia.edu/45030168/Ense%C3%B1ar_n%C3%A1huatl_a_trav%C3%A9s_de_la_poes%C3%ADa_Una_intervenci%C3%B3n_did%C3%A1ctica_desde_la_pedagog%C3%ADa_de_g%C3%A9nero_Leer_para_Aprender?f_ri=10611","dom_id":"work_45030168","summary":"Resumen La desventaja social, cultural y educativa sufrida por la población indígena en México ha sido extensamente documentada. El país carece de una política educativa clara en materia de educación indígena, lo cual se evidencia en un vacío metodológico e instrumental dentro de las aulas. Por ello, en el programa de Maestría de Literacidades Académicas y Estudios del Discurso de la Universidad Autónoma de Tlaxcala, se han favorecido intervenciones que aborden esta problemática y contribuyan a cambiar este adverso panorama. Una de estas intervenciones es la que aquí se presenta. Esta tuvo como objetivo la enseñanza del náhuatl como segunda lengua, utilizando los principios y la metodología del programa Leer para Aprender de la lingüística sistémico-funcional, a través de textos poéticos contemporáneos escritos en náhuatl. Los resultados de la aplicación de esta unidad didáctica indican que los participantes se confrontaron con una nueva manera de entender las acciones pedagógicas de las lenguas, que los llevó a ser más participativos y experimentar un aprendizaje más significativo en el aula. Asimismo, el ejercicio resaltó la importancia de los procesos de andamiaje explícito y situado en la construcción de ambientes de aprendizaje interculturales más auténticos, eficientes y de revaloración para la lengua indígena, tal como lo promueve esta metodología. Palabras clave: enseñanza de náhuatl; lingüística sistémico-funcional; pedagogía de género; poesía contemporánea; Leer para Aprender. Abstract The social, cultural and educational disadvantage suffered by the indigenous population in Mexico has been extensively documented. The country lacks a clear educational policy on indigenous education, which is evident in a methodological and instrumental gap within the classrooms. For this reason, the Master's program in Academic Literacies and Discourse Studies at Universidad Autónoma de Tlaxcala, favors interventions that address this problem and contribute to change this","downloadable_attachments":[{"id":65580072,"asset_id":45030168,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":67278828,"first_name":"Jessica","last_name":"Delgado Aguilar","domain_name":"uatx","page_name":"JessicaDelgado","display_name":"Jessica Delgado Aguilar","profile_url":"https://uatx.academia.edu/JessicaDelgado?f_ri=10611","photo":"https://0.academia-photos.com/67278828/51106084/39164011/s65_jessica.delgado_aguilar.jpg"},{"id":5181445,"first_name":"Laura Aurora","last_name":"Hernández","domain_name":"uatx","page_name":"LauraAuroraHR","display_name":"Laura Aurora Hernández","profile_url":"https://uatx.academia.edu/LauraAuroraHR?f_ri=10611","photo":"https://0.academia-photos.com/5181445/2940167/12819239/s65_laura_aurora.hern_ndez.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":10612,"name":"Genre-based pedagogy","url":"https://www.academia.edu/Documents/in/Genre-based_pedagogy?f_ri=10611","nofollow":true},{"id":12459,"name":"Nahuatl","url":"https://www.academia.edu/Documents/in/Nahuatl?f_ri=10611","nofollow":true},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_731452" data-work_id="731452" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/731452/Knowledge_building_Educational_studies_in_Legitimation_Code_Theory">Knowledge-building: Educational studies in Legitimation Code Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This tour-de-force will set the agenda for the future of the sociology of education. Maton's writing is always engaging and thought-provoking. .. a 'must-read'.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/731452" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a78321d42dca3fe4e9a471e857753f9" rel="nofollow" data-download="{"attachment_id":86433373,"asset_id":731452,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86433373/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2825" href="https://sydney.academia.edu/KarlMaton">Karl Maton</a><script data-card-contents-for-user="2825" type="text/json">{"id":2825,"first_name":"Karl","last_name":"Maton","domain_name":"sydney","page_name":"KarlMaton","display_name":"Karl Maton","profile_url":"https://sydney.academia.edu/KarlMaton?f_ri=10611","photo":"https://0.academia-photos.com/2825/1238/142190496/s65_karl.maton.jpeg"}</script></span></span></li><li class="js-paper-rank-work_731452 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="731452"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 731452, container: ".js-paper-rank-work_731452", }); 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$(".js-view-count[data-work-id=731452]").text(description); $(".js-view-count-work_731452").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_731452").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="731452"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="683" rel="nofollow" href="https://www.academia.edu/Documents/in/Music_Education">Music Education</a>, <script data-card-contents-for-ri="683" type="text/json">{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="974" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology_of_Education">Sociology of Education</a>, <script data-card-contents-for-ri="974" type="text/json">{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1002" rel="nofollow" href="https://www.academia.edu/Documents/in/Informal_Learning">Informal Learning</a>, <script data-card-contents-for-ri="1002" type="text/json">{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a><script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=731452]'), work: {"id":731452,"title":"Knowledge-building: Educational studies in Legitimation Code Theory","created_at":"2011-07-10T14:18:18.618-07:00","url":"https://www.academia.edu/731452/Knowledge_building_Educational_studies_in_Legitimation_Code_Theory?f_ri=10611","dom_id":"work_731452","summary":"This tour-de-force will set the agenda for the future of the sociology of education. Maton's writing is always engaging and thought-provoking. .. a 'must-read'.","downloadable_attachments":[{"id":86433373,"asset_id":731452,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2825,"first_name":"Karl","last_name":"Maton","domain_name":"sydney","page_name":"KarlMaton","display_name":"Karl Maton","profile_url":"https://sydney.academia.edu/KarlMaton?f_ri=10611","photo":"https://0.academia-photos.com/2825/1238/142190496/s65_karl.maton.jpeg"}],"research_interests":[{"id":683,"name":"Music Education","url":"https://www.academia.edu/Documents/in/Music_Education?f_ri=10611","nofollow":true},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=10611","nofollow":true},{"id":1002,"name":"Informal Learning","url":"https://www.academia.edu/Documents/in/Informal_Learning?f_ri=10611","nofollow":true},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=10611","nofollow":true},{"id":2993,"name":"Sociology of Knowledge","url":"https://www.academia.edu/Documents/in/Sociology_of_Knowledge?f_ri=10611"},{"id":3136,"name":"Qualitative methodology","url":"https://www.academia.edu/Documents/in/Qualitative_methodology?f_ri=10611"},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=10611"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=10611"},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611"},{"id":11847,"name":"Quantitative Research","url":"https://www.academia.edu/Documents/in/Quantitative_Research?f_ri=10611"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=10611"},{"id":12620,"name":"Quantitative Methods","url":"https://www.academia.edu/Documents/in/Quantitative_Methods?f_ri=10611"},{"id":13340,"name":"Pierre Bourdieu","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu?f_ri=10611"},{"id":15692,"name":"History Education","url":"https://www.academia.edu/Documents/in/History_Education?f_ri=10611"},{"id":17871,"name":"Physics Education","url":"https://www.academia.edu/Documents/in/Physics_Education?f_ri=10611"},{"id":33691,"name":"Interdisciplinary research (Social Sciences)","url":"https://www.academia.edu/Documents/in/Interdisciplinary_research_Social_Sciences_?f_ri=10611"},{"id":56281,"name":"English language and literature","url":"https://www.academia.edu/Documents/in/English_language_and_literature?f_ri=10611"},{"id":70846,"name":"Interdisciplinary","url":"https://www.academia.edu/Documents/in/Interdisciplinary?f_ri=10611"},{"id":81390,"name":"Interdisciplinary research","url":"https://www.academia.edu/Documents/in/Interdisciplinary_research?f_ri=10611"},{"id":169365,"name":"Legitimation Code Theory","url":"https://www.academia.edu/Documents/in/Legitimation_Code_Theory?f_ri=10611"},{"id":169370,"name":"Basil Bernstein","url":"https://www.academia.edu/Documents/in/Basil_Bernstein?f_ri=10611"},{"id":173217,"name":"Jazz Education","url":"https://www.academia.edu/Documents/in/Jazz_Education?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36187965" data-work_id="36187965" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36187965/Printed_t_shirts_in_the_linguistic_landscape_a_reading_from_functional_linguistics">Printed t-shirts in the linguistic landscape: a reading from functional linguistics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While the printed t-shirt remains a prominent form of communication in our contemporary linguistic landscape, little research to date has examined the semiotics of this unique mode of communication. In response to the interdisciplinary... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36187965" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While the printed t-shirt remains a prominent form of communication in our contemporary linguistic landscape, little research to date has examined the semiotics of this unique mode of communication. In response to the interdisciplinary 'invitation' from Shohamy and , this paper draws on principles and methods from social semiotics and Systemic Functional Linguistics to explore the meaning-making potential of English words on printed t-shirts. The paper begins by applying Halliday's concept of mode to the printed t-shirt and then presents a linguistically motivated taxonomy of words on printed t-shirts. In addition to foregrounding the printed t-shirt as a site for future exploration, this paper aims to present a close textual discourse analysis -an examination of the 'perceived space' -to complement, inform and engage with current trends and methods in linguistic landscape research and pedagogy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36187965" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="078f4085d160a39cc9c277d534944cda" rel="nofollow" data-download="{"attachment_id":56088342,"asset_id":36187965,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56088342/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1543693" href="https://unisa-au.academia.edu/DavidCaldwell">David Caldwell</a><script data-card-contents-for-user="1543693" type="text/json">{"id":1543693,"first_name":"David","last_name":"Caldwell","domain_name":"unisa-au","page_name":"DavidCaldwell","display_name":"David Caldwell","profile_url":"https://unisa-au.academia.edu/DavidCaldwell?f_ri=10611","photo":"https://0.academia-photos.com/1543693/547462/683450/s65_david.caldwell.jpg"}</script></span></span></li><li class="js-paper-rank-work_36187965 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36187965"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36187965, container: ".js-paper-rank-work_36187965", }); 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$(".js-view-count[data-work-id=36187965]").text(description); $(".js-view-count-work_36187965").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36187965").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36187965"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4399" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_Semiotics">Visual Semiotics</a>, <script data-card-contents-for-ri="4399" type="text/json">{"id":4399,"name":"Visual Semiotics","url":"https://www.academia.edu/Documents/in/Visual_Semiotics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="81964" rel="nofollow" href="https://www.academia.edu/Documents/in/Clothing">Clothing</a><script data-card-contents-for-ri="81964" type="text/json">{"id":81964,"name":"Clothing","url":"https://www.academia.edu/Documents/in/Clothing?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36187965]'), work: {"id":36187965,"title":"Printed t-shirts in the linguistic landscape: a reading from functional linguistics","created_at":"2018-03-17T17:13:33.664-07:00","url":"https://www.academia.edu/36187965/Printed_t_shirts_in_the_linguistic_landscape_a_reading_from_functional_linguistics?f_ri=10611","dom_id":"work_36187965","summary":"While the printed t-shirt remains a prominent form of communication in our contemporary linguistic landscape, little research to date has examined the semiotics of this unique mode of communication. In response to the interdisciplinary 'invitation' from Shohamy and , this paper draws on principles and methods from social semiotics and Systemic Functional Linguistics to explore the meaning-making potential of English words on printed t-shirts. The paper begins by applying Halliday's concept of mode to the printed t-shirt and then presents a linguistically motivated taxonomy of words on printed t-shirts. In addition to foregrounding the printed t-shirt as a site for future exploration, this paper aims to present a close textual discourse analysis -an examination of the 'perceived space' -to complement, inform and engage with current trends and methods in linguistic landscape research and pedagogy.","downloadable_attachments":[{"id":56088342,"asset_id":36187965,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1543693,"first_name":"David","last_name":"Caldwell","domain_name":"unisa-au","page_name":"DavidCaldwell","display_name":"David Caldwell","profile_url":"https://unisa-au.academia.edu/DavidCaldwell?f_ri=10611","photo":"https://0.academia-photos.com/1543693/547462/683450/s65_david.caldwell.jpg"}],"research_interests":[{"id":4399,"name":"Visual Semiotics","url":"https://www.academia.edu/Documents/in/Visual_Semiotics?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":81964,"name":"Clothing","url":"https://www.academia.edu/Documents/in/Clothing?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_61472854" data-work_id="61472854" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/61472854/Cross_linguistic_analysis_of_discourse_variation_across_registers">Cross-linguistic analysis of discourse variation across registers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study deals with variation in discourse relations in different registers of English and German. Our previous analyses have been concerned with the systemic contrasts between English and German, cf. Kunz & Steiner (2013 a/b),... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_61472854" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study deals with variation in discourse relations in different registers of English and German. Our previous analyses have been concerned with the systemic contrasts between English and German, cf. Kunz & Steiner (2013 a/b), Kunz & Lapshinova (to appear) and have addressed some cross-linguistic differences with regard to textual realizations of selected subtypes of cohesion. In our current work, our focus is on the empirical analysis of cross-linguistic variation between registers. In order to obtain a more comprehensive picture, we investigate three main types of cohesion in combination: co-reference, substitution and conjunction and their subtypes, cf. Halliday & Hasan (1976). We extract instantiations of cohesive devices from an English-German corpus of spoken and written registers. The data is analyzed with statistical procedures which show that subcorpora can be grouped along particular combinations of cohesive devices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/61472854" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5ad58779213e6a2474be3c9522bdc224" rel="nofollow" data-download="{"attachment_id":74493828,"asset_id":61472854,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74493828/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35276778" href="https://uni-heidelberg.academia.edu/KerstinKunz">Kerstin Kunz</a><script data-card-contents-for-user="35276778" type="text/json">{"id":35276778,"first_name":"Kerstin","last_name":"Kunz","domain_name":"uni-heidelberg","page_name":"KerstinKunz","display_name":"Kerstin Kunz","profile_url":"https://uni-heidelberg.academia.edu/KerstinKunz?f_ri=10611","photo":"https://0.academia-photos.com/35276778/10246919/11435562/s65_kerstin.kunz.jpg"}</script></span></span></li><li class="js-paper-rank-work_61472854 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="61472854"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 61472854, container: ".js-paper-rank-work_61472854", }); 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Our previous analyses have been concerned with the systemic contrasts between English and German, cf. Kunz \u0026 Steiner (2013 a/b), Kunz \u0026 Lapshinova (to appear) and have addressed some cross-linguistic differences with regard to textual realizations of selected subtypes of cohesion. In our current work, our focus is on the empirical analysis of cross-linguistic variation between registers. In order to obtain a more comprehensive picture, we investigate three main types of cohesion in combination: co-reference, substitution and conjunction and their subtypes, cf. Halliday \u0026 Hasan (1976). We extract instantiations of cohesive devices from an English-German corpus of spoken and written registers. The data is analyzed with statistical procedures which show that subcorpora can be grouped along particular combinations of cohesive devices.","downloadable_attachments":[{"id":74493828,"asset_id":61472854,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35276778,"first_name":"Kerstin","last_name":"Kunz","domain_name":"uni-heidelberg","page_name":"KerstinKunz","display_name":"Kerstin Kunz","profile_url":"https://uni-heidelberg.academia.edu/KerstinKunz?f_ri=10611","photo":"https://0.academia-photos.com/35276778/10246919/11435562/s65_kerstin.kunz.jpg"}],"research_interests":[{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse?f_ri=10611","nofollow":true},{"id":5689,"name":"Connectives","url":"https://www.academia.edu/Documents/in/Connectives?f_ri=10611","nofollow":true},{"id":5690,"name":"Discourse Markers","url":"https://www.academia.edu/Documents/in/Discourse_Markers?f_ri=10611","nofollow":true},{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611"},{"id":18092,"name":"Corpus Linguistics and Discourse Analysis","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics_and_Discourse_Analysis?f_ri=10611"},{"id":19061,"name":"Text Linguistics","url":"https://www.academia.edu/Documents/in/Text_Linguistics?f_ri=10611"},{"id":19833,"name":"Contrastive Analysis","url":"https://www.academia.edu/Documents/in/Contrastive_Analysis?f_ri=10611"},{"id":20318,"name":"Corpus Linguistics and Translation Studies","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics_and_Translation_Studies?f_ri=10611"},{"id":32286,"name":"Corpus-Based Translation Studies","url":"https://www.academia.edu/Documents/in/Corpus-Based_Translation_Studies?f_ri=10611"},{"id":60944,"name":"Coreference","url":"https://www.academia.edu/Documents/in/Coreference?f_ri=10611"},{"id":77425,"name":"Discourse Connectives","url":"https://www.academia.edu/Documents/in/Discourse_Connectives?f_ri=10611"},{"id":223442,"name":"Cohesion","url":"https://www.academia.edu/Documents/in/Cohesion?f_ri=10611"},{"id":263632,"name":"Contrastive Linguistics","url":"https://www.academia.edu/Documents/in/Contrastive_Linguistics?f_ri=10611"},{"id":322981,"name":"Corpus-based discourse analysis","url":"https://www.academia.edu/Documents/in/Corpus-based_discourse_analysis?f_ri=10611"},{"id":639901,"name":"German after English","url":"https://www.academia.edu/Documents/in/German_after_English?f_ri=10611"},{"id":646091,"name":"German and English Studies","url":"https://www.academia.edu/Documents/in/German_and_English_Studies?f_ri=10611"},{"id":737339,"name":"English and German grammar","url":"https://www.academia.edu/Documents/in/English_and_German_grammar?f_ri=10611"},{"id":971086,"name":"Register Analysis","url":"https://www.academia.edu/Documents/in/Register_Analysis?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4514439" data-work_id="4514439" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4514439/How_can_teacher_talk_support_learning">How can teacher talk support learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The dialogic nature of discourse which stems from the work of [Bakhtin, M. (1994). Speech genres and other late essays. In P. Morris (Ed.), The dialogic imagination (pp. 81-87). London: Edward Arnold. (Original work published 1986)]... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4514439" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The dialogic nature of discourse which stems from the work of [Bakhtin, M. (1994). Speech genres and other late essays. In P. Morris (Ed.), The dialogic imagination (pp. 81-87). London: Edward Arnold. (Original work published 1986)] provides important understandings in an investigation into the nature of classroom discourse. Using analytical tools informed by Systemic Functional Linguistic theory it is possible to articulate a variety of teacher talk strategies which enable the teacher to apprentice his students into the discipline of History.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4514439" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9f5d1f46f9b7174fabfbbe73e90b8aeb" rel="nofollow" data-download="{"attachment_id":31906698,"asset_id":4514439,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31906698/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5607067" href="https://independent.academia.edu/TinaSharpe">Tina Sharpe</a><script data-card-contents-for-user="5607067" type="text/json">{"id":5607067,"first_name":"Tina","last_name":"Sharpe","domain_name":"independent","page_name":"TinaSharpe","display_name":"Tina Sharpe","profile_url":"https://independent.academia.edu/TinaSharpe?f_ri=10611","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4514439 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4514439"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4514439, container: ".js-paper-rank-work_4514439", }); 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(1994). Speech genres and other late essays. In P. Morris (Ed.), The dialogic imagination (pp. 81-87). London: Edward Arnold. (Original work published 1986)] provides important understandings in an investigation into the nature of classroom discourse. Using analytical tools informed by Systemic Functional Linguistic theory it is possible to articulate a variety of teacher talk strategies which enable the teacher to apprentice his students into the discipline of History.","downloadable_attachments":[{"id":31906698,"asset_id":4514439,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5607067,"first_name":"Tina","last_name":"Sharpe","domain_name":"independent","page_name":"TinaSharpe","display_name":"Tina Sharpe","profile_url":"https://independent.academia.edu/TinaSharpe?f_ri=10611","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=10611","nofollow":true},{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=10611","nofollow":true},{"id":18831,"name":"Linguistic Theory","url":"https://www.academia.edu/Documents/in/Linguistic_Theory?f_ri=10611"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=10611"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=10611"},{"id":98674,"name":"Subject Areas","url":"https://www.academia.edu/Documents/in/Subject_Areas?f_ri=10611"},{"id":134620,"name":"Linguistics Teacher Education","url":"https://www.academia.edu/Documents/in/Linguistics_Teacher_Education?f_ri=10611"},{"id":442734,"name":"First Year","url":"https://www.academia.edu/Documents/in/First_Year?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7053775" data-work_id="7053775" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7053775/Funktionell_grammatik_f%C3%B6r_textarbete_i_skolan">Funktionell grammatik för textarbete i skolan</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">För inte så länge sedan frågade en grupp tjejer mig om jag kunde vara deras fotbollstränare. De visste vad det hela gick ut på -att göra fler mål än motståndaren -och de var ganska bra på att sparka och springa. Nu ville de spela fotboll... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7053775" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">För inte så länge sedan frågade en grupp tjejer mig om jag kunde vara deras fotbollstränare. De visste vad det hela gick ut på -att göra fler mål än motståndaren -och de var ganska bra på att sparka och springa. Nu ville de spela fotboll på riktigt. Och visst, jag ställde upp, delade upp dem i två lag och gav dem en boll. Men det som sedan utspelade sig på planen såg inte alls ut som fotboll. För om man hela tiden sparkar bollen så hårt som möjligt i riktning mot motståndarens mål blir det inte fotboll.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7053775" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7f9b1243b0f2c5a97fee521d593c1445" rel="nofollow" data-download="{"attachment_id":33706713,"asset_id":7053775,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33706713/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1940734" href="https://gu-se.academia.edu/PerHolmberg">Per Holmberg</a><script data-card-contents-for-user="1940734" type="text/json">{"id":1940734,"first_name":"Per","last_name":"Holmberg","domain_name":"gu-se","page_name":"PerHolmberg","display_name":"Per Holmberg","profile_url":"https://gu-se.academia.edu/PerHolmberg?f_ri=10611","photo":"https://0.academia-photos.com/1940734/653589/810058/s65_per.holmberg.jpg"}</script></span></span></li><li class="js-paper-rank-work_7053775 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7053775"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7053775, container: ".js-paper-rank-work_7053775", }); });</script></li><li class="js-percentile-work_7053775 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7053775; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7053775"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7053775 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7053775"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7053775; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7053775]").text(description); $(".js-view-count-work_7053775").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7053775").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7053775"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="78308" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Grammar">Systemic Functional Grammar</a>, <script data-card-contents-for-ri="78308" type="text/json">{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="96535" rel="nofollow" href="https://www.academia.edu/Documents/in/Writing_Pedagogy">Writing Pedagogy</a><script data-card-contents-for-ri="96535" type="text/json">{"id":96535,"name":"Writing Pedagogy","url":"https://www.academia.edu/Documents/in/Writing_Pedagogy?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7053775]'), work: {"id":7053775,"title":"Funktionell grammatik för textarbete i skolan","created_at":"2014-05-15T00:23:05.661-07:00","url":"https://www.academia.edu/7053775/Funktionell_grammatik_f%C3%B6r_textarbete_i_skolan?f_ri=10611","dom_id":"work_7053775","summary":"För inte så länge sedan frågade en grupp tjejer mig om jag kunde vara deras fotbollstränare. De visste vad det hela gick ut på -att göra fler mål än motståndaren -och de var ganska bra på att sparka och springa. Nu ville de spela fotboll på riktigt. Och visst, jag ställde upp, delade upp dem i två lag och gav dem en boll. Men det som sedan utspelade sig på planen såg inte alls ut som fotboll. För om man hela tiden sparkar bollen så hårt som möjligt i riktning mot motståndarens mål blir det inte fotboll.","downloadable_attachments":[{"id":33706713,"asset_id":7053775,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1940734,"first_name":"Per","last_name":"Holmberg","domain_name":"gu-se","page_name":"PerHolmberg","display_name":"Per Holmberg","profile_url":"https://gu-se.academia.edu/PerHolmberg?f_ri=10611","photo":"https://0.academia-photos.com/1940734/653589/810058/s65_per.holmberg.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611","nofollow":true},{"id":96535,"name":"Writing Pedagogy","url":"https://www.academia.edu/Documents/in/Writing_Pedagogy?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62716839" data-work_id="62716839" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62716839/Developing_intonation_skills_in_English_A_systemic_functional_linguistics_perspective">Developing intonation skills in English: A systemic functional linguistics perspective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62716839" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers Keywords: EFL, intonation, syste...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62716839" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="356ecbd00cd022becbffabba5a660c16" rel="nofollow" data-download="{"attachment_id":75390036,"asset_id":62716839,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75390036/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45836851" href="https://unrc.academia.edu/ReniRiocuarto">RENATA F . CARDINALI</a><script data-card-contents-for-user="45836851" type="text/json">{"id":45836851,"first_name":"RENATA","last_name":"CARDINALI","domain_name":"unrc","page_name":"ReniRiocuarto","display_name":"RENATA F . CARDINALI","profile_url":"https://unrc.academia.edu/ReniRiocuarto?f_ri=10611","photo":"https://0.academia-photos.com/45836851/29930319/59448944/s65_renata.cardinali.jpeg"}</script></span></span></li><li class="js-paper-rank-work_62716839 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62716839"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62716839, container: ".js-paper-rank-work_62716839", }); });</script></li><li class="js-percentile-work_62716839 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62716839; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_62716839"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_62716839 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="62716839"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62716839; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62716839]").text(description); $(".js-view-count-work_62716839").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_62716839").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="62716839"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a>, <script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15646" rel="nofollow" href="https://www.academia.edu/Documents/in/Intonation">Intonation</a><script data-card-contents-for-ri="15646" type="text/json">{"id":15646,"name":"Intonation","url":"https://www.academia.edu/Documents/in/Intonation?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=62716839]'), work: {"id":62716839,"title":"Developing intonation skills in English: A systemic functional linguistics perspective","created_at":"2021-11-29T11:01:02.921-08:00","url":"https://www.academia.edu/62716839/Developing_intonation_skills_in_English_A_systemic_functional_linguistics_perspective?f_ri=10611","dom_id":"work_62716839","summary":"This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers Keywords: EFL, intonation, syste...","downloadable_attachments":[{"id":75390036,"asset_id":62716839,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45836851,"first_name":"RENATA","last_name":"CARDINALI","domain_name":"unrc","page_name":"ReniRiocuarto","display_name":"RENATA F . CARDINALI","profile_url":"https://unrc.academia.edu/ReniRiocuarto?f_ri=10611","photo":"https://0.academia-photos.com/45836851/29930319/59448944/s65_renata.cardinali.jpeg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=10611","nofollow":true},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=10611","nofollow":true},{"id":15646,"name":"Intonation","url":"https://www.academia.edu/Documents/in/Intonation?f_ri=10611","nofollow":true},{"id":94965,"name":"English intonation","url":"https://www.academia.edu/Documents/in/English_intonation?f_ri=10611"},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45072473" data-work_id="45072473" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45072473/Evaluating_Students_Final_Text_Production_in_Polyphonic_Critical_Literacy_Practices_Combining_Appraisal_Theory_with_Qualitative_Data_Sources">Evaluating Students’ Final Text Production in Polyphonic Critical Literacy Practices: Combining Appraisal Theory with Qualitative Data Sources</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Critical literacy practices have moved their interest from Freirean binary analyses (e.g. oppressor versus oppressed) to more complex perspectives, where in a text the author/speaker is (dis)aligned with different discourse communities.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45072473" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Critical literacy practices have moved their interest from Freirean binary analyses (e.g. oppressor versus oppressed) to more complex perspectives, where in a text the author/speaker is (dis)aligned with different discourse communities. Despite the fact that these teaching practices that are based in multiple discources are gaining attention, little work has been done on the assessment of the teaching practices. During the last decades, the literacy activities researches have focused on the teacher-student interactions and the teacher talks (asking questions, types of questions), neglecting the final text production, which is also a significant factor in the evaluation of literacy practices. In this paper, after the implementation of polyphonic literacy practices in a rural junior high school in Crete, Greece, the teacher-researcher assessed the final student written products using the Appraisal Theory. Further qualitative methodological data gathering sources enhanced the identification of the contextual factors that can explain in depth the discourses the students (re)produced in their texts. These findings suggest that Appraisal Theory combined with such methodological choices, where the context is identified, is more supportive in the evaluation of these complex critical literacy practices and provides the teacher and students fruitful feedback concerning critical literacy awareness.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45072473" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc9a548fb71ad49291790993ace05df0" rel="nofollow" data-download="{"attachment_id":65628823,"asset_id":45072473,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65628823/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7409104" href="https://crete.academia.edu/konstantinossipitanos">Konstantinos Sipitanos</a><script data-card-contents-for-user="7409104" type="text/json">{"id":7409104,"first_name":"Konstantinos","last_name":"Sipitanos","domain_name":"crete","page_name":"konstantinossipitanos","display_name":"Konstantinos Sipitanos","profile_url":"https://crete.academia.edu/konstantinossipitanos?f_ri=10611","photo":"https://0.academia-photos.com/7409104/20138433/19885328/s65_kostis.sipitanos.jpg"}</script></span></span></li><li class="js-paper-rank-work_45072473 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45072473"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45072473, container: ".js-paper-rank-work_45072473", }); 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$(".js-view-count[data-work-id=45072473]").text(description); $(".js-view-count-work_45072473").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45072473").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45072473"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="998" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Education">Language Education</a>, <script data-card-contents-for-ri="998" type="text/json">{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10633" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Discourse_Analysis">Critical Discourse Analysis</a>, <script data-card-contents-for-ri="10633" type="text/json">{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14321" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Literacy_Studies">Critical Literacy Studies</a><script data-card-contents-for-ri="14321" type="text/json">{"id":14321,"name":"Critical Literacy Studies","url":"https://www.academia.edu/Documents/in/Critical_Literacy_Studies?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45072473]'), work: {"id":45072473,"title":"Evaluating Students’ Final Text Production in Polyphonic Critical Literacy Practices: Combining Appraisal Theory with Qualitative Data Sources","created_at":"2021-02-07T09:05:12.156-08:00","url":"https://www.academia.edu/45072473/Evaluating_Students_Final_Text_Production_in_Polyphonic_Critical_Literacy_Practices_Combining_Appraisal_Theory_with_Qualitative_Data_Sources?f_ri=10611","dom_id":"work_45072473","summary":"Critical literacy practices have moved their interest from Freirean binary analyses (e.g. oppressor versus oppressed) to more complex perspectives, where in a text the author/speaker is (dis)aligned with different discourse communities. Despite the fact that these teaching practices that are based in multiple discources are gaining attention, little work has been done on the assessment of the teaching practices. During the last decades, the literacy activities researches have focused on the teacher-student interactions and the teacher talks (asking questions, types of questions), neglecting the final text production, which is also a significant factor in the evaluation of literacy practices. In this paper, after the implementation of polyphonic literacy practices in a rural junior high school in Crete, Greece, the teacher-researcher assessed the final student written products using the Appraisal Theory. Further qualitative methodological data gathering sources enhanced the identification of the contextual factors that can explain in depth the discourses the students (re)produced in their texts. These findings suggest that Appraisal Theory combined with such methodological choices, where the context is identified, is more supportive in the evaluation of these complex critical literacy practices and provides the teacher and students fruitful feedback concerning critical literacy awareness.","downloadable_attachments":[{"id":65628823,"asset_id":45072473,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7409104,"first_name":"Konstantinos","last_name":"Sipitanos","domain_name":"crete","page_name":"konstantinossipitanos","display_name":"Konstantinos Sipitanos","profile_url":"https://crete.academia.edu/konstantinossipitanos?f_ri=10611","photo":"https://0.academia-photos.com/7409104/20138433/19885328/s65_kostis.sipitanos.jpg"}],"research_interests":[{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=10611","nofollow":true},{"id":14321,"name":"Critical Literacy Studies","url":"https://www.academia.edu/Documents/in/Critical_Literacy_Studies?f_ri=10611","nofollow":true},{"id":19425,"name":"Polyphony","url":"https://www.academia.edu/Documents/in/Polyphony?f_ri=10611"},{"id":56743,"name":"Appraisal theory","url":"https://www.academia.edu/Documents/in/Appraisal_theory?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26499139 coauthored" data-work_id="26499139" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26499139/Nominalisation_in_high_scoring_primary_and_secondary_school_persuasive_texts">Nominalisation in high scoring primary and secondary school persuasive texts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper makes visible particular persuasive language choices made by the highest scoring Tasmanian primary and secondary school students who completed the 2011 NAPLAN writing test. Specifically, it draws on systemic functional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26499139" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper makes visible particular persuasive language choices made by the highest scoring Tasmanian primary and secondary school students who completed the 2011 NAPLAN writing test. Specifically, it draws on systemic functional linguistics (SFL) to consider how these students used different forms of nominalisation to persuade readers about the 2011 writing prompt: that too much money is being spent on toys and games. The paper explores how the use of nominalisation differed across the primary and secondary school years and draws links to the Australian Curriculum: English which introduces the nominalisation in Year 8. Recommendations are made for primary and secondary school teachers who wish to equip students with the language resources to deal with the demands of NAPLAN testing, but also to write persuasively in more authentic educational and social contexts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26499139" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d8c3152df3f53513bada3fb6e5a1a1f" rel="nofollow" data-download="{"attachment_id":52669761,"asset_id":26499139,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52669761/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3233743" href="https://utas.academia.edu/VinhTo">Vinh To</a><script data-card-contents-for-user="3233743" type="text/json">{"id":3233743,"first_name":"Vinh","last_name":"To","domain_name":"utas","page_name":"VinhTo","display_name":"Vinh To","profile_url":"https://utas.academia.edu/VinhTo?f_ri=10611","photo":"https://0.academia-photos.com/3233743/1065417/35145538/s65_vinh.to.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-26499139">+1</span><div class="hidden js-additional-users-26499139"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DamonThomas4">Damon Thomas</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-26499139'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-26499139').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_26499139 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26499139"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26499139, container: ".js-paper-rank-work_26499139", }); });</script></li><li class="js-percentile-work_26499139 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26499139; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26499139"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26499139 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26499139"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26499139; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26499139]").text(description); $(".js-view-count-work_26499139").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26499139").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26499139"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18091" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Linguistics">Educational Linguistics</a>, <script data-card-contents-for-ri="18091" type="text/json">{"id":18091,"name":"Educational Linguistics","url":"https://www.academia.edu/Documents/in/Educational_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25321" rel="nofollow" href="https://www.academia.edu/Documents/in/Functional_Grammar">Functional Grammar</a>, <script data-card-contents-for-ri="25321" type="text/json">{"id":25321,"name":"Functional Grammar","url":"https://www.academia.edu/Documents/in/Functional_Grammar?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="526258" rel="nofollow" href="https://www.academia.edu/Documents/in/English_Teaching_and_Curriculum_Development">English Teaching and Curriculum Development</a><script data-card-contents-for-ri="526258" type="text/json">{"id":526258,"name":"English Teaching and Curriculum Development","url":"https://www.academia.edu/Documents/in/English_Teaching_and_Curriculum_Development?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26499139]'), work: {"id":26499139,"title":"Nominalisation in high scoring primary and secondary school persuasive texts","created_at":"2016-06-25T22:28:01.305-07:00","url":"https://www.academia.edu/26499139/Nominalisation_in_high_scoring_primary_and_secondary_school_persuasive_texts?f_ri=10611","dom_id":"work_26499139","summary":"This paper makes visible particular persuasive language choices made by the highest scoring Tasmanian primary and secondary school students who completed the 2011 NAPLAN writing test. Specifically, it draws on systemic functional linguistics (SFL) to consider how these students used different forms of nominalisation to persuade readers about the 2011 writing prompt: that too much money is being spent on toys and games. The paper explores how the use of nominalisation differed across the primary and secondary school years and draws links to the Australian Curriculum: English which introduces the nominalisation in Year 8. Recommendations are made for primary and secondary school teachers who wish to equip students with the language resources to deal with the demands of NAPLAN testing, but also to write persuasively in more authentic educational and social contexts.","downloadable_attachments":[{"id":52669761,"asset_id":26499139,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3233743,"first_name":"Vinh","last_name":"To","domain_name":"utas","page_name":"VinhTo","display_name":"Vinh To","profile_url":"https://utas.academia.edu/VinhTo?f_ri=10611","photo":"https://0.academia-photos.com/3233743/1065417/35145538/s65_vinh.to.png"},{"id":52530587,"first_name":"Damon","last_name":"Thomas","domain_name":"independent","page_name":"DamonThomas4","display_name":"Damon Thomas","profile_url":"https://independent.academia.edu/DamonThomas4?f_ri=10611","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":18091,"name":"Educational Linguistics","url":"https://www.academia.edu/Documents/in/Educational_Linguistics?f_ri=10611","nofollow":true},{"id":25321,"name":"Functional Grammar","url":"https://www.academia.edu/Documents/in/Functional_Grammar?f_ri=10611","nofollow":true},{"id":526258,"name":"English Teaching and Curriculum Development","url":"https://www.academia.edu/Documents/in/English_Teaching_and_Curriculum_Development?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9117396" data-work_id="9117396" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9117396/THEMATIC_PROGRESSION_AS_A_MEANS_TO_KEEP_COHESION_IN_EXPOSITION_TEXT">THEMATIC PROGRESSION AS A MEANS TO KEEP COHESION IN EXPOSITION TEXT</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Kepaduan is merupakan syarat mutlak untuk menghasilkan suatu teks yang baik. Kepaduan itu dapat dilihat dari bagaimana pergerakan informasi yang terdapat dalam setiap kalimat dalam suatu teks. Informasi tersebut disusun dalam bentuk tema... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9117396" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Kepaduan is merupakan syarat mutlak untuk menghasilkan suatu teks yang baik. Kepaduan itu dapat dilihat dari bagaimana pergerakan informasi yang terdapat dalam setiap kalimat dalam suatu teks. Informasi tersebut disusun dalam bentuk tema dan rima. Makalah ini membahas hubungan antara tema dan rima dan pola pergerakan dari tema dan rima tersebut dengan tujuan untuk menjaga kepaduan isi teks, khususnya teks dengan jenis eksposisi. Makalah ini mengungkapkan bahwa dengan menganalisa pola pergerakan tema dan rima, siswa dapat meningkatkan kepaduan isi teks yang mereka tulis. Makalah ini diawali dengan penjelasan tentang tema dan rima dan bagaiman interaksi antara tema dan rima tersebut. Makalah ini juga menggunakan karangan eksposisi mahasiswa sebagai contoh bagaimana penerapan pola tema dan rima dgunakan untuk menganalisa kepaduan isi teks. Makalah ini menyimpulkan bahwa kepaduan isi karangan eksposisi mahasiswa dapat ditingkatkan dengan mengacu kepada pola pergerakan tema dan rima dari teks tersebut.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9117396" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7b4c0216f93b2b04b923f2bcbd7ac4b5" rel="nofollow" data-download="{"attachment_id":35409488,"asset_id":9117396,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35409488/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20750590" href="https://ingenst.academia.edu/RusdiNoorRosa">Rusdi Noor Rosa</a><script data-card-contents-for-user="20750590" type="text/json">{"id":20750590,"first_name":"Rusdi","last_name":"Noor Rosa","domain_name":"ingenst","page_name":"RusdiNoorRosa","display_name":"Rusdi Noor Rosa","profile_url":"https://ingenst.academia.edu/RusdiNoorRosa?f_ri=10611","photo":"https://0.academia-photos.com/20750590/6357194/21361800/s65_rusdi.noor_rosa.jpg"}</script></span></span></li><li class="js-paper-rank-work_9117396 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9117396"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9117396, container: ".js-paper-rank-work_9117396", }); });</script></li><li class="js-percentile-work_9117396 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9117396; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9117396"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9117396 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9117396"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9117396; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9117396]").text(description); $(".js-view-count-work_9117396").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9117396").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9117396"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9117396]'), work: {"id":9117396,"title":"THEMATIC PROGRESSION AS A MEANS TO KEEP COHESION IN EXPOSITION TEXT","created_at":"2014-11-04T01:55:55.308-08:00","url":"https://www.academia.edu/9117396/THEMATIC_PROGRESSION_AS_A_MEANS_TO_KEEP_COHESION_IN_EXPOSITION_TEXT?f_ri=10611","dom_id":"work_9117396","summary":"Kepaduan is merupakan syarat mutlak untuk menghasilkan suatu teks yang baik. Kepaduan itu dapat dilihat dari bagaimana pergerakan informasi yang terdapat dalam setiap kalimat dalam suatu teks. Informasi tersebut disusun dalam bentuk tema dan rima. Makalah ini membahas hubungan antara tema dan rima dan pola pergerakan dari tema dan rima tersebut dengan tujuan untuk menjaga kepaduan isi teks, khususnya teks dengan jenis eksposisi. Makalah ini mengungkapkan bahwa dengan menganalisa pola pergerakan tema dan rima, siswa dapat meningkatkan kepaduan isi teks yang mereka tulis. Makalah ini diawali dengan penjelasan tentang tema dan rima dan bagaiman interaksi antara tema dan rima tersebut. Makalah ini juga menggunakan karangan eksposisi mahasiswa sebagai contoh bagaimana penerapan pola tema dan rima dgunakan untuk menganalisa kepaduan isi teks. Makalah ini menyimpulkan bahwa kepaduan isi karangan eksposisi mahasiswa dapat ditingkatkan dengan mengacu kepada pola pergerakan tema dan rima dari teks tersebut.","downloadable_attachments":[{"id":35409488,"asset_id":9117396,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20750590,"first_name":"Rusdi","last_name":"Noor Rosa","domain_name":"ingenst","page_name":"RusdiNoorRosa","display_name":"Rusdi Noor Rosa","profile_url":"https://ingenst.academia.edu/RusdiNoorRosa?f_ri=10611","photo":"https://0.academia-photos.com/20750590/6357194/21361800/s65_rusdi.noor_rosa.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_254557 coauthored" data-work_id="254557" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/254557/Linguicism_and_Racism_In_Assessment_Practices_In_Higher_Education">Linguicism and Racism In Assessment Practices In Higher Education</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/254557" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="03651884edf532de893fb722bc9123f1" rel="nofollow" data-download="{"attachment_id":1054315,"asset_id":254557,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/1054315/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44172" href="https://adelaide1.academia.edu/EszterSzenes">Eszter Szenes</a><script data-card-contents-for-user="44172" type="text/json">{"id":44172,"first_name":"Eszter","last_name":"Szenes","domain_name":"adelaide1","page_name":"EszterSzenes","display_name":"Eszter Szenes","profile_url":"https://adelaide1.academia.edu/EszterSzenes?f_ri=10611","photo":"https://0.academia-photos.com/44172/14124/20337510/s65_eszter.szenes.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-254557">+1</span><div class="hidden js-additional-users-254557"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sydney.academia.edu/AhmarMahboob">Ahmar Mahboob</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-254557'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-254557').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_254557 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="254557"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 254557, container: ".js-paper-rank-work_254557", }); });</script></li><li class="js-percentile-work_254557 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 254557; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_254557"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_254557 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="254557"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 254557; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=254557]").text(description); $(".js-view-count-work_254557").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_254557").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="254557"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a>, <script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10281" rel="nofollow" href="https://www.academia.edu/Documents/in/Assessment_in_Higher_Education">Assessment in Higher Education</a>, <script data-card-contents-for-ri="10281" type="text/json">{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=254557]'), work: {"id":254557,"title":"Linguicism and Racism In Assessment Practices In Higher Education","created_at":"2010-07-01T13:10:44.272-07:00","url":"https://www.academia.edu/254557/Linguicism_and_Racism_In_Assessment_Practices_In_Higher_Education?f_ri=10611","dom_id":"work_254557","summary":null,"downloadable_attachments":[{"id":1054315,"asset_id":254557,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44172,"first_name":"Eszter","last_name":"Szenes","domain_name":"adelaide1","page_name":"EszterSzenes","display_name":"Eszter Szenes","profile_url":"https://adelaide1.academia.edu/EszterSzenes?f_ri=10611","photo":"https://0.academia-photos.com/44172/14124/20337510/s65_eszter.szenes.jpeg"},{"id":44164,"first_name":"Ahmar","last_name":"Mahboob","domain_name":"sydney","page_name":"AhmarMahboob","display_name":"Ahmar Mahboob","profile_url":"https://sydney.academia.edu/AhmarMahboob?f_ri=10611","photo":"https://0.academia-photos.com/44164/14123/13204/s65_ahmar.mahboob.png"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=10611","nofollow":true},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=10611","nofollow":true},{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43326544" data-work_id="43326544" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43326544/Transitivity_Analysis_of_Colombian_President_Juan_Manuel_Santos_Nobel_Peace_Prize_Lecture">Transitivity Analysis of Colombian President Juan Manuel Santos’ Nobel Peace Prize Lecture</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present document will offer an analysis of the Nobel Peace Prize acceptance lecture delivered by the former Colombian President, Juan Manuel Santos, from the fundaments of the transitivity system provided by the Systemic Functional... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43326544" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present document will offer an analysis of the Nobel Peace Prize acceptance lecture delivered by the former Colombian President, Juan Manuel Santos, from the fundaments of the transitivity system provided by the Systemic Functional Grammar theory. To attain this goal, a quantitative and qualitative research method approach was applied. Findings indicated that among the six transitivity process types, the material processes (54% - 205 realizations) dominate the speech whereas the verbal, existential, and behavioral processes are relatively low all together representing an overall occurrence of 10% (41 realizations). This reveals that the speaker’s main goal is to emphasize the actions that led to consolidating the Colombian peace process, placing him as the core actor of this achievement. Furthermore, by employing a narrative thread that connects the past, the present, and the future time, he can demonstrate to the world his capability as a governor who deserves to be awarded the Nobel Prize.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43326544" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6d364f3e52f90cdbdb814f8d3cad2a45" rel="nofollow" data-download="{"attachment_id":63609687,"asset_id":43326544,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63609687/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33036117" href="https://xmu.academia.edu/SthephannyMONCADALINARES">Sthephanny MONCADA LINARES</a><script data-card-contents-for-user="33036117" type="text/json">{"id":33036117,"first_name":"Sthephanny","last_name":"MONCADA LINARES","domain_name":"xmu","page_name":"SthephannyMONCADALINARES","display_name":"Sthephanny MONCADA LINARES","profile_url":"https://xmu.academia.edu/SthephannyMONCADALINARES?f_ri=10611","photo":"https://0.academia-photos.com/33036117/9822462/57176140/s65_sthephanny.moncada_linares.jpg"}</script></span></span></li><li class="js-paper-rank-work_43326544 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43326544"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43326544, container: ".js-paper-rank-work_43326544", }); 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$(".js-view-count[data-work-id=43326544]").text(description); $(".js-view-count-work_43326544").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43326544").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43326544"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="102255" rel="nofollow" href="https://www.academia.edu/Documents/in/Transitivity_Analysis">Transitivity Analysis</a>, <script data-card-contents-for-ri="102255" type="text/json">{"id":102255,"name":"Transitivity Analysis","url":"https://www.academia.edu/Documents/in/Transitivity_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="849312" rel="nofollow" href="https://www.academia.edu/Documents/in/Colombian_Peace_Process">Colombian Peace Process</a>, <script data-card-contents-for-ri="849312" type="text/json">{"id":849312,"name":"Colombian Peace Process","url":"https://www.academia.edu/Documents/in/Colombian_Peace_Process?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1955588" rel="nofollow" href="https://www.academia.edu/Documents/in/Nobel_Peace_Prize">Nobel Peace Prize</a><script data-card-contents-for-ri="1955588" type="text/json">{"id":1955588,"name":"Nobel Peace Prize","url":"https://www.academia.edu/Documents/in/Nobel_Peace_Prize?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43326544]'), work: {"id":43326544,"title":"Transitivity Analysis of Colombian President Juan Manuel Santos’ Nobel Peace Prize Lecture","created_at":"2020-06-12T09:39:46.684-07:00","url":"https://www.academia.edu/43326544/Transitivity_Analysis_of_Colombian_President_Juan_Manuel_Santos_Nobel_Peace_Prize_Lecture?f_ri=10611","dom_id":"work_43326544","summary":"The present document will offer an analysis of the Nobel Peace Prize acceptance lecture delivered by the former Colombian President, Juan Manuel Santos, from the fundaments of the transitivity system provided by the Systemic Functional Grammar theory. To attain this goal, a quantitative and qualitative research method approach was applied. Findings indicated that among the six transitivity process types, the material processes (54% - 205 realizations) dominate the speech whereas the verbal, existential, and behavioral processes are relatively low all together representing an overall occurrence of 10% (41 realizations). This reveals that the speaker’s main goal is to emphasize the actions that led to consolidating the Colombian peace process, placing him as the core actor of this achievement. Furthermore, by employing a narrative thread that connects the past, the present, and the future time, he can demonstrate to the world his capability as a governor who deserves to be awarded the Nobel Prize.","downloadable_attachments":[{"id":63609687,"asset_id":43326544,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33036117,"first_name":"Sthephanny","last_name":"MONCADA LINARES","domain_name":"xmu","page_name":"SthephannyMONCADALINARES","display_name":"Sthephanny MONCADA LINARES","profile_url":"https://xmu.academia.edu/SthephannyMONCADALINARES?f_ri=10611","photo":"https://0.academia-photos.com/33036117/9822462/57176140/s65_sthephanny.moncada_linares.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":102255,"name":"Transitivity Analysis","url":"https://www.academia.edu/Documents/in/Transitivity_Analysis?f_ri=10611","nofollow":true},{"id":849312,"name":"Colombian Peace Process","url":"https://www.academia.edu/Documents/in/Colombian_Peace_Process?f_ri=10611","nofollow":true},{"id":1955588,"name":"Nobel Peace Prize","url":"https://www.academia.edu/Documents/in/Nobel_Peace_Prize?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28208998" data-work_id="28208998" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28208998/Enhancing_Pre_Service_Teachers_Knowledge_of_Language_through_Systemic_Functional_Linguistics">Enhancing Pre-Service Teachers' Knowledge of Language through Systemic Functional Linguistics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Students in US schools are required to make meaning from linguistically complex texts. Teachers are often inadequately prepared to create language-focused instruction because they lack a deep knowledge of language (KOL) themselves.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28208998" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Students in US schools are required to make meaning from linguistically complex texts. Teachers are often inadequately prepared to create language-focused instruction because they lack a deep knowledge of language (KOL) themselves. Therefore, teacher educators must apprentice pre-service teachers in developing their KOL and demonstrate how to use that linguistic knowledge to inform their pedagogy. The theory of Systemic functional linguistics (SFL) has been introduced into some teacher preparation programs across the English-speaking world to enhance new teachers' KOL. This study examines the pedagogy used to introduce SFL theory to future teachers and highlights some of the challenges pre-service teachers experience as they explore SFL theory. Findings suggest that the incorporation of SFL theory within the course deepened pre-service teachers' KOL and confidence in using that knowledge to design effective instruction for linguistically diverse students, but that difficulties remained in transferring that linguistic knowledge to robust language focused instructional practice. Implications for teacher education and suggestions for successfully introducing the theory are discussed. Teacher education program standards such as the Interstate New Teachers Assessment and Support Consortium (INTASC) require new teachers to develop content knowledge of their subject matter which includes understanding how academic language works in the disciplines they teach. In spite of this demand for teachers to have a deep knowledge of academic language, teacher preparation programs in the US have not typically integrated linguistic theory within their courses in ways that adequately support the new teachers' KOL (Brisk, Homza & Smith, 2014; Gebhard, Chen, Graham, & Gunawan, 2013). To address the gap in pre-service teachers' (KOL), some teacher educators have begun to integrate SFL into their teacher preparation course sequences for pre-service teachers (Gebhard & Willett, 2015; Schulze, 2015). How to integrate SFL theory effectively into teacher preparation programs so that new educators develop a linguistic awareness and use that KOL to develop robust language-focused pedagogy is an area that needs further exploration. The purpose of this article is to illuminate the effective pedagogical practices used to increase pre-service teachers KOL and shed light on the challenges and benefits of integrating SFL into teacher education programs. Namely, it addresses the following question: How does integrating SFL into a literacy methods class for pre-service teachers enhance their knowledge of language? 1. Systemic Functional Linguistics The functional perspective of language introduced during the course was derived from Halliday's theory of systemic functional linguistics (SFL) (Halliday & Matthiessen, 2014). SFL is a sociocultural-based view of language that contends that language users construct meaning by making linguistic choices and employ language to accomplish tasks in particular contexts (Halliday & Hasan, 1989).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28208998" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8e5b9d288a320dd2443ead17573c694e" rel="nofollow" data-download="{"attachment_id":48520110,"asset_id":28208998,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48520110/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15354623" href="https://wou.academia.edu/JoshuaSchulze">Joshua Schulze</a><script data-card-contents-for-user="15354623" type="text/json">{"id":15354623,"first_name":"Joshua","last_name":"Schulze","domain_name":"wou","page_name":"JoshuaSchulze","display_name":"Joshua Schulze","profile_url":"https://wou.academia.edu/JoshuaSchulze?f_ri=10611","photo":"https://0.academia-photos.com/15354623/4141080/112691602/s65_joshua.schulze.jpg"}</script></span></span></li><li class="js-paper-rank-work_28208998 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28208998"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28208998, container: ".js-paper-rank-work_28208998", }); });</script></li><li class="js-percentile-work_28208998 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28208998; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28208998"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28208998 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28208998"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28208998; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28208998]").text(description); $(".js-view-count-work_28208998").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28208998").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28208998"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4738" rel="nofollow" href="https://www.academia.edu/Documents/in/Academic_Writing">Academic Writing</a>, <script data-card-contents-for-ri="4738" type="text/json">{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28208998]'), work: {"id":28208998,"title":"Enhancing Pre-Service Teachers' Knowledge of Language through Systemic Functional Linguistics","created_at":"2016-09-02T10:40:51.962-07:00","url":"https://www.academia.edu/28208998/Enhancing_Pre_Service_Teachers_Knowledge_of_Language_through_Systemic_Functional_Linguistics?f_ri=10611","dom_id":"work_28208998","summary":"Students in US schools are required to make meaning from linguistically complex texts. Teachers are often inadequately prepared to create language-focused instruction because they lack a deep knowledge of language (KOL) themselves. Therefore, teacher educators must apprentice pre-service teachers in developing their KOL and demonstrate how to use that linguistic knowledge to inform their pedagogy. The theory of Systemic functional linguistics (SFL) has been introduced into some teacher preparation programs across the English-speaking world to enhance new teachers' KOL. This study examines the pedagogy used to introduce SFL theory to future teachers and highlights some of the challenges pre-service teachers experience as they explore SFL theory. Findings suggest that the incorporation of SFL theory within the course deepened pre-service teachers' KOL and confidence in using that knowledge to design effective instruction for linguistically diverse students, but that difficulties remained in transferring that linguistic knowledge to robust language focused instructional practice. Implications for teacher education and suggestions for successfully introducing the theory are discussed. Teacher education program standards such as the Interstate New Teachers Assessment and Support Consortium (INTASC) require new teachers to develop content knowledge of their subject matter which includes understanding how academic language works in the disciplines they teach. In spite of this demand for teachers to have a deep knowledge of academic language, teacher preparation programs in the US have not typically integrated linguistic theory within their courses in ways that adequately support the new teachers' KOL (Brisk, Homza \u0026 Smith, 2014; Gebhard, Chen, Graham, \u0026 Gunawan, 2013). To address the gap in pre-service teachers' (KOL), some teacher educators have begun to integrate SFL into their teacher preparation course sequences for pre-service teachers (Gebhard \u0026 Willett, 2015; Schulze, 2015). How to integrate SFL theory effectively into teacher preparation programs so that new educators develop a linguistic awareness and use that KOL to develop robust language-focused pedagogy is an area that needs further exploration. The purpose of this article is to illuminate the effective pedagogical practices used to increase pre-service teachers KOL and shed light on the challenges and benefits of integrating SFL into teacher education programs. Namely, it addresses the following question: How does integrating SFL into a literacy methods class for pre-service teachers enhance their knowledge of language? 1. Systemic Functional Linguistics The functional perspective of language introduced during the course was derived from Halliday's theory of systemic functional linguistics (SFL) (Halliday \u0026 Matthiessen, 2014). SFL is a sociocultural-based view of language that contends that language users construct meaning by making linguistic choices and employ language to accomplish tasks in particular contexts (Halliday \u0026 Hasan, 1989).","downloadable_attachments":[{"id":48520110,"asset_id":28208998,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15354623,"first_name":"Joshua","last_name":"Schulze","domain_name":"wou","page_name":"JoshuaSchulze","display_name":"Joshua Schulze","profile_url":"https://wou.academia.edu/JoshuaSchulze?f_ri=10611","photo":"https://0.academia-photos.com/15354623/4141080/112691602/s65_joshua.schulze.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=10611","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=10611","nofollow":true},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=10611","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=10611"},{"id":18148,"name":"Knowledge Of Language","url":"https://www.academia.edu/Documents/in/Knowledge_Of_Language?f_ri=10611"},{"id":36899,"name":"Academic literacy","url":"https://www.academia.edu/Documents/in/Academic_literacy?f_ri=10611"},{"id":81911,"name":"Preservice Teacher Education","url":"https://www.academia.edu/Documents/in/Preservice_Teacher_Education?f_ri=10611"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=10611"},{"id":149995,"name":"Preservice Teachers","url":"https://www.academia.edu/Documents/in/Preservice_Teachers?f_ri=10611"},{"id":456595,"name":"Academic Reading, Academic Writing, Teaching English as a Foreign Language","url":"https://www.academia.edu/Documents/in/Academic_Reading_Academic_Writing_Teaching_English_as_a_Foreign_Language?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9774797" data-work_id="9774797" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9774797/Text_spr%C3%A5k_och_l%C3%A4rande_Introduktion_till_genrepedagogik">Text, språk och lärande. Introduktion till genrepedagogik</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9774797" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e7782c374f7882b3d3119aaeb75ca1f3" rel="nofollow" data-download="{"attachment_id":35952898,"asset_id":9774797,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35952898/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1940734" href="https://gu-se.academia.edu/PerHolmberg">Per Holmberg</a><script data-card-contents-for-user="1940734" type="text/json">{"id":1940734,"first_name":"Per","last_name":"Holmberg","domain_name":"gu-se","page_name":"PerHolmberg","display_name":"Per Holmberg","profile_url":"https://gu-se.academia.edu/PerHolmberg?f_ri=10611","photo":"https://0.academia-photos.com/1940734/653589/810058/s65_per.holmberg.jpg"}</script></span></span></li><li class="js-paper-rank-work_9774797 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9774797"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9774797, container: ".js-paper-rank-work_9774797", }); });</script></li><li class="js-percentile-work_9774797 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9774797; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9774797"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9774797 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9774797"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9774797; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9774797]").text(description); $(".js-view-count-work_9774797").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9774797").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9774797"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9609" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Writing">Second Language Writing</a>, <script data-card-contents-for-ri="9609" type="text/json">{"id":9609,"name":"Second Language Writing","url":"https://www.academia.edu/Documents/in/Second_Language_Writing?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10612" rel="nofollow" href="https://www.academia.edu/Documents/in/Genre-based_pedagogy">Genre-based pedagogy</a><script data-card-contents-for-ri="10612" type="text/json">{"id":10612,"name":"Genre-based pedagogy","url":"https://www.academia.edu/Documents/in/Genre-based_pedagogy?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9774797]'), work: {"id":9774797,"title":"Text, språk och lärande. Introduktion till genrepedagogik","created_at":"2014-12-15T01:58:40.412-08:00","url":"https://www.academia.edu/9774797/Text_spr%C3%A5k_och_l%C3%A4rande_Introduktion_till_genrepedagogik?f_ri=10611","dom_id":"work_9774797","summary":null,"downloadable_attachments":[{"id":35952898,"asset_id":9774797,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1940734,"first_name":"Per","last_name":"Holmberg","domain_name":"gu-se","page_name":"PerHolmberg","display_name":"Per Holmberg","profile_url":"https://gu-se.academia.edu/PerHolmberg?f_ri=10611","photo":"https://0.academia-photos.com/1940734/653589/810058/s65_per.holmberg.jpg"}],"research_interests":[{"id":9609,"name":"Second Language Writing","url":"https://www.academia.edu/Documents/in/Second_Language_Writing?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":10612,"name":"Genre-based pedagogy","url":"https://www.academia.edu/Documents/in/Genre-based_pedagogy?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64078802" data-work_id="64078802" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64078802/Divorce_as_Conflict_Representation_of_Participants_in_Selected_Nigerian_Newspaper_Reports_on_Divorce_Cases">Divorce as Conflict: Representation of Participants in Selected Nigerian Newspaper Reports on Divorce Cases</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A number of studies have been carried out on divorce from sociological, psychological and religious standpoints. Studies on divorce from linguistic perspective in Nigeria are hard to come by. Therefore, this paper conceives divorce as a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64078802" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A number of studies have been carried out on divorce from sociological, psychological and religious standpoints. Studies on divorce from linguistic perspective in Nigeria are hard to come by. Therefore, this paper conceives divorce as a conflict site and examines representations of participants in selected Nigerian newspaper reports on divorce cases. Data for the study were drawn from fifteen divorce reports, five from each of The Punch, The Guardian and The Nigerian Tribune newspapers published electronically between 2016 and 2018. The data were analysed using Halliday&#39;s transitivity aspect of the systemic functional linguistics and Fetzer&#39;s macro concept of context. Five processes (material, verbal, mental, relational and existential) are used in presenting both negative and positive representational strategies. Following Fetzer&#39;s categorisations, three context types (linguistic, social and socio-cultural) helped in projecting twelve representational strategies. While ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64078802" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6a7ed6782f28dd57c5f83650c80b8a1c" rel="nofollow" data-download="{"attachment_id":76638308,"asset_id":64078802,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76638308/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4865886" href="https://ui-edu-ng.academia.edu/OluwayemiVictor">T. Victor Oluwayemi</a><script data-card-contents-for-user="4865886" type="text/json">{"id":4865886,"first_name":"T. Victor","last_name":"Oluwayemi","domain_name":"ui-edu-ng","page_name":"OluwayemiVictor","display_name":"T. Victor Oluwayemi","profile_url":"https://ui-edu-ng.academia.edu/OluwayemiVictor?f_ri=10611","photo":"https://0.academia-photos.com/4865886/2087166/29784117/s65_oluwayemi.victor.jpg"}</script></span></span></li><li class="js-paper-rank-work_64078802 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64078802"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64078802, container: ".js-paper-rank-work_64078802", }); });</script></li><li class="js-percentile-work_64078802 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64078802; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_64078802"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_64078802 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="64078802"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64078802; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64078802]").text(description); $(".js-view-count-work_64078802").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64078802").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64078802"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2238" rel="nofollow" href="https://www.academia.edu/Documents/in/Pragmatics">Pragmatics</a>, <script data-card-contents-for-ri="2238" type="text/json">{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10044" rel="nofollow" href="https://www.academia.edu/Documents/in/Context">Context</a>, <script data-card-contents-for-ri="10044" type="text/json">{"id":10044,"name":"Context","url":"https://www.academia.edu/Documents/in/Context?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64078802]'), work: {"id":64078802,"title":"Divorce as Conflict: Representation of Participants in Selected Nigerian Newspaper Reports on Divorce Cases","created_at":"2021-12-14T06:39:38.660-08:00","url":"https://www.academia.edu/64078802/Divorce_as_Conflict_Representation_of_Participants_in_Selected_Nigerian_Newspaper_Reports_on_Divorce_Cases?f_ri=10611","dom_id":"work_64078802","summary":"A number of studies have been carried out on divorce from sociological, psychological and religious standpoints. Studies on divorce from linguistic perspective in Nigeria are hard to come by. Therefore, this paper conceives divorce as a conflict site and examines representations of participants in selected Nigerian newspaper reports on divorce cases. Data for the study were drawn from fifteen divorce reports, five from each of The Punch, The Guardian and The Nigerian Tribune newspapers published electronically between 2016 and 2018. The data were analysed using Halliday\u0026#39;s transitivity aspect of the systemic functional linguistics and Fetzer\u0026#39;s macro concept of context. Five processes (material, verbal, mental, relational and existential) are used in presenting both negative and positive representational strategies. Following Fetzer\u0026#39;s categorisations, three context types (linguistic, social and socio-cultural) helped in projecting twelve representational strategies. While ...","downloadable_attachments":[{"id":76638308,"asset_id":64078802,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4865886,"first_name":"T. Victor","last_name":"Oluwayemi","domain_name":"ui-edu-ng","page_name":"OluwayemiVictor","display_name":"T. Victor Oluwayemi","profile_url":"https://ui-edu-ng.academia.edu/OluwayemiVictor?f_ri=10611","photo":"https://0.academia-photos.com/4865886/2087166/29784117/s65_oluwayemi.victor.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true},{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=10611","nofollow":true},{"id":10044,"name":"Context","url":"https://www.academia.edu/Documents/in/Context?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":13875,"name":"Marriage and Divorce","url":"https://www.academia.edu/Documents/in/Marriage_and_Divorce?f_ri=10611"},{"id":21318,"name":"Nigeria","url":"https://www.academia.edu/Documents/in/Nigeria?f_ri=10611"},{"id":3481389,"name":"News reports","url":"https://www.academia.edu/Documents/in/News_reports?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58563322" data-work_id="58563322" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58563322/Acquisition_of_English_Prepositions_among_Iraqi_Secondary_School_Students_in_Kuala_Lumpur_Malaysia">Acquisition of English Prepositions among Iraqi Secondary School Students in Kuala Lumpur-Malaysia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The study focuses on the acquisition of English prepositions among students of Iraqi secondary school in Kuala Lumpur, Malaysia. Participants in the study were (20) students all of them at sixth level. The researchers studied the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58563322" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The study focuses on the acquisition of English prepositions among students of Iraqi secondary school in Kuala Lumpur, Malaysia. Participants in the study were (20) students all of them at sixth level. The researchers studied the students’ responses to the given test to investigate the problematic prepositions of English language that Iraqi English as foreign language (EFL) learners have in their everyday and academic usage; and investigate the way that EFL Iraqi learners differentiate between using English and Arabic prepositions. The major finding in this study is that the main reason for all the errors is the dominance of the mother tongue (MT) on English language (EL), especially with Arabic language having a syntactic structure when imposed on EL that too with Arabic meaning on EL. The dominance and influence of one’s MT is a major challenge in using the EL in the right way by Iraqi EFL learners. In a subconscious manner, Iraqi EFL learners tend to use or impose their MT’s synt...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58563322" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c2b1a10360498ee3ef891f89c948cfe1" rel="nofollow" data-download="{"attachment_id":72915374,"asset_id":58563322,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72915374/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45169717" href="https://upm.academia.edu/BYaseen">Bilal Yaseen</a><script data-card-contents-for-user="45169717" type="text/json">{"id":45169717,"first_name":"Bilal","last_name":"Yaseen","domain_name":"upm","page_name":"BYaseen","display_name":"Bilal Yaseen","profile_url":"https://upm.academia.edu/BYaseen?f_ri=10611","photo":"https://0.academia-photos.com/45169717/11993508/13362390/s65_bilal.yaseen.jpg"}</script></span></span></li><li class="js-paper-rank-work_58563322 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58563322"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58563322, container: ".js-paper-rank-work_58563322", }); 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$(".js-view-count[data-work-id=58563322]").text(description); $(".js-view-count-work_58563322").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58563322").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58563322"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2722" rel="nofollow" href="https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics">Arabic Language and Linguistics</a><script data-card-contents-for-ri="2722" type="text/json">{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58563322]'), work: {"id":58563322,"title":"Acquisition of English Prepositions among Iraqi Secondary School Students in Kuala Lumpur-Malaysia","created_at":"2021-10-17T03:53:58.048-07:00","url":"https://www.academia.edu/58563322/Acquisition_of_English_Prepositions_among_Iraqi_Secondary_School_Students_in_Kuala_Lumpur_Malaysia?f_ri=10611","dom_id":"work_58563322","summary":"The study focuses on the acquisition of English prepositions among students of Iraqi secondary school in Kuala Lumpur, Malaysia. Participants in the study were (20) students all of them at sixth level. The researchers studied the students’ responses to the given test to investigate the problematic prepositions of English language that Iraqi English as foreign language (EFL) learners have in their everyday and academic usage; and investigate the way that EFL Iraqi learners differentiate between using English and Arabic prepositions. The major finding in this study is that the main reason for all the errors is the dominance of the mother tongue (MT) on English language (EL), especially with Arabic language having a syntactic structure when imposed on EL that too with Arabic meaning on EL. The dominance and influence of one’s MT is a major challenge in using the EL in the right way by Iraqi EFL learners. In a subconscious manner, Iraqi EFL learners tend to use or impose their MT’s synt...","downloadable_attachments":[{"id":72915374,"asset_id":58563322,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45169717,"first_name":"Bilal","last_name":"Yaseen","domain_name":"upm","page_name":"BYaseen","display_name":"Bilal Yaseen","profile_url":"https://upm.academia.edu/BYaseen?f_ri=10611","photo":"https://0.academia-photos.com/45169717/11993508/13362390/s65_bilal.yaseen.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=10611","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=10611","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=10611","nofollow":true},{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=10611","nofollow":true},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=10611"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=10611"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=10611"},{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics?f_ri=10611"},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=10611"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=10611"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=10611"},{"id":19060,"name":"Arabic English Translation","url":"https://www.academia.edu/Documents/in/Arabic_English_Translation?f_ri=10611"},{"id":21447,"name":"Bilingual Language Acquisition","url":"https://www.academia.edu/Documents/in/Bilingual_Language_Acquisition?f_ri=10611"},{"id":21846,"name":"Arabic translation","url":"https://www.academia.edu/Documents/in/Arabic_translation?f_ri=10611"},{"id":37759,"name":"Academic Publishing","url":"https://www.academia.edu/Documents/in/Academic_Publishing?f_ri=10611"},{"id":42940,"name":"English Prepositions","url":"https://www.academia.edu/Documents/in/English_Prepositions?f_ri=10611"},{"id":49171,"name":"Arabic Language","url":"https://www.academia.edu/Documents/in/Arabic_Language?f_ri=10611"},{"id":92353,"name":"Translation Problems from Arabic Into English and Vice Versa","url":"https://www.academia.edu/Documents/in/Translation_Problems_from_Arabic_Into_English_and_Vice_Versa?f_ri=10611"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12296172" data-work_id="12296172" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12296172/_2014_and_Carlos_A_M_Gouveia_An%C3%A1lise_do_Discurso_leituras_funcionais_semi%C3%B3ticas_e_interacionais_Lisbon_BonD_ILTEC">(2014) (&Carlos A.M.Gouveia) Análise do Discurso: leituras funcionais, semióticas e interacionais. Lisbon: BonD/ILTEC.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Alexandre, M.F. e C.A.M. Gouveia (2015), Introdução In M.F. Alexandre e C.A.M. Gouveia (eds.), Análise do Discurso: leituras funcionais, semióticas e internacionais, pp. 7-11. Lisboa: ILTEC, BonD.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12296172" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9bd12a6734f5fc95b5841eb0da3b4d69" rel="nofollow" data-download="{"attachment_id":47375424,"asset_id":12296172,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47375424/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="265608" href="https://ipleiria.academia.edu/martaalexandre">marta alexandre</a><script data-card-contents-for-user="265608" type="text/json">{"id":265608,"first_name":"marta","last_name":"alexandre","domain_name":"ipleiria","page_name":"martaalexandre","display_name":"marta alexandre","profile_url":"https://ipleiria.academia.edu/martaalexandre?f_ri=10611","photo":"https://0.academia-photos.com/265608/91794/48698309/s65_marta.alexandre.jpg"}</script></span></span></li><li class="js-paper-rank-work_12296172 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12296172"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12296172, container: ".js-paper-rank-work_12296172", }); 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Lisbon: BonD/ILTEC.","created_at":"2015-05-08T08:56:40.854-07:00","url":"https://www.academia.edu/12296172/_2014_and_Carlos_A_M_Gouveia_An%C3%A1lise_do_Discurso_leituras_funcionais_semi%C3%B3ticas_e_interacionais_Lisbon_BonD_ILTEC?f_ri=10611","dom_id":"work_12296172","summary":"Alexandre, M.F. e C.A.M. Gouveia (2015), Introdução In M.F. Alexandre e C.A.M. Gouveia (eds.), Análise do Discurso: leituras funcionais, semióticas e internacionais, pp. 7-11. 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Entonces...¡Este es tu Libro! En él se propone un nuevo método... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2629441" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">¿ Llevas mucho riempo luchando con el Inglés sin conseguir resultados? ¿Estás cansado de abandonar su estudio en el pasado simple? ¿Te aburre memorizar los verbos irregulares? Entonces...¡Este es tu Libro! En él se propone un nuevo método para aprender inglés, partiendo desde una perspectiva distinta a la tradicional donde el aprendizaje del idioma se busca a través del acercamiento total a su cultura.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2629441" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2608bea2f038f064b74f3932fa51a7e7" rel="nofollow" data-download="{"attachment_id":32111534,"asset_id":2629441,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32111534/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3227184" href="https://ucm.academia.edu/JorgeAr%C3%BAsHita">Jorge Arús-Hita</a><script data-card-contents-for-user="3227184" type="text/json">{"id":3227184,"first_name":"Jorge","last_name":"Arús-Hita","domain_name":"ucm","page_name":"JorgeArúsHita","display_name":"Jorge Arús-Hita","profile_url":"https://ucm.academia.edu/JorgeAr%C3%BAsHita?f_ri=10611","photo":"https://0.academia-photos.com/3227184/1092164/153079056/s65_jorge.ar_s-hita.jpg"}</script></span></span></li><li class="js-paper-rank-work_2629441 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2629441"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2629441, container: ".js-paper-rank-work_2629441", }); 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$(".js-view-count[data-work-id=2629441]").text(description); $(".js-view-count-work_2629441").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2629441").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2629441"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12932" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_Methodology">Teaching Methodology</a><script data-card-contents-for-ri="12932" type="text/json">{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2629441]'), work: {"id":2629441,"title":"Mil y un intentos: claves definitivas para superar la barrera del inglés","created_at":"2013-02-21T22:46:22.719-08:00","url":"https://www.academia.edu/2629441/Mil_y_un_intentos_claves_definitivas_para_superar_la_barrera_del_ingl%C3%A9s?f_ri=10611","dom_id":"work_2629441","summary":"¿ Llevas mucho riempo luchando con el Inglés sin conseguir resultados? ¿Estás cansado de abandonar su estudio en el pasado simple? ¿Te aburre memorizar los verbos irregulares? Entonces...¡Este es tu Libro! En él se propone un nuevo método para aprender inglés, partiendo desde una perspectiva distinta a la tradicional donde el aprendizaje del idioma se busca a través del acercamiento total a su cultura.","downloadable_attachments":[{"id":32111534,"asset_id":2629441,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3227184,"first_name":"Jorge","last_name":"Arús-Hita","domain_name":"ucm","page_name":"JorgeArúsHita","display_name":"Jorge Arús-Hita","profile_url":"https://ucm.academia.edu/JorgeAr%C3%BAsHita?f_ri=10611","photo":"https://0.academia-photos.com/3227184/1092164/153079056/s65_jorge.ar_s-hita.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45103155" data-work_id="45103155" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45103155/Deconstructing_critical_reflection_in_social_work_and_business_Negotiating_emotions_and_opinions_in_reflective_writing">Deconstructing critical reflection in social work and business: Negotiating emotions and opinions in reflective writing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Critical reflection is considered a highly valued graduate attribute in higher education. Assignments that assess critical reflection skills often require students to focus on subjective and personal experiences, attitudes and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45103155" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Critical reflection is considered a highly valued graduate attribute in higher education. Assignments that assess critical reflection skills often require students to focus on subjective and personal experiences, attitudes and dispositions. In addition to being typically less valued than objective and theoretical knowledge, reflective writing is often viewed as unstructured and 'creative', therefore challenging to teach and learn. This paper makes visible the means by which high-achieving students in social work and business successfully engage with subjective meanings in reflective writing. Drawing on the Appraisal framework from Systemic Functional Linguistics, this paper shows how successful students move from common sense understanding of problematic situations to demonstrating discplinary knowledge and values in their fields of study. The paper concludes with consolidating the findings to make visible successful critical reflection practices as well as associated ethical concerns in order to advance equitable outcomes in higher education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45103155" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="030b16c5c63bc137fd005fec2d9454aa" rel="nofollow" data-download="{"attachment_id":65667371,"asset_id":45103155,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65667371/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44172" href="https://adelaide1.academia.edu/EszterSzenes">Eszter Szenes</a><script data-card-contents-for-user="44172" type="text/json">{"id":44172,"first_name":"Eszter","last_name":"Szenes","domain_name":"adelaide1","page_name":"EszterSzenes","display_name":"Eszter Szenes","profile_url":"https://adelaide1.academia.edu/EszterSzenes?f_ri=10611","photo":"https://0.academia-photos.com/44172/14124/20337510/s65_eszter.szenes.jpeg"}</script></span></span></li><li class="js-paper-rank-work_45103155 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45103155"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45103155, container: ".js-paper-rank-work_45103155", }); 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Assignments that assess critical reflection skills often require students to focus on subjective and personal experiences, attitudes and dispositions. In addition to being typically less valued than objective and theoretical knowledge, reflective writing is often viewed as unstructured and 'creative', therefore challenging to teach and learn. This paper makes visible the means by which high-achieving students in social work and business successfully engage with subjective meanings in reflective writing. Drawing on the Appraisal framework from Systemic Functional Linguistics, this paper shows how successful students move from common sense understanding of problematic situations to demonstrating discplinary knowledge and values in their fields of study. The paper concludes with consolidating the findings to make visible successful critical reflection practices as well as associated ethical concerns in order to advance equitable outcomes in higher education.","downloadable_attachments":[{"id":65667371,"asset_id":45103155,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44172,"first_name":"Eszter","last_name":"Szenes","domain_name":"adelaide1","page_name":"EszterSzenes","display_name":"Eszter Szenes","profile_url":"https://adelaide1.academia.edu/EszterSzenes?f_ri=10611","photo":"https://0.academia-photos.com/44172/14124/20337510/s65_eszter.szenes.jpeg"}],"research_interests":[{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=10611","nofollow":true},{"id":1599,"name":"Reflective Practice","url":"https://www.academia.edu/Documents/in/Reflective_Practice?f_ri=10611","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":17611,"name":"Appraisal (Systemic Functional Linguistics)","url":"https://www.academia.edu/Documents/in/Appraisal_Systemic_Functional_Linguistics_?f_ri=10611"},{"id":59925,"name":"Critical Reflection","url":"https://www.academia.edu/Documents/in/Critical_Reflection?f_ri=10611"},{"id":77446,"name":"Business Education","url":"https://www.academia.edu/Documents/in/Business_Education?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73775460" data-work_id="73775460" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73775460/G%C3%BCne%C5%9F_Dil_S%C3%B6zl%C3%BC%C4%9F%C3%BC_The_Sun_Language_Dictionary">Güneş Dil Sözlüğü / The Sun Language Dictionary</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">GÜNEŞ DİL KİTABI / BOOK OF THE SUN LANGUAGE Sözlük Açıklamalarını, Yasal Bilgilendirme © ve Uyarıyı okumanız, İNTİHAL videosunu izlemeniz önemle tavsiye olunur. / It is highly recommended to read the Glossary Definitions, Legal... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73775460" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">GÜNEŞ DİL KİTABI / BOOK OF THE SUN LANGUAGE <br /><br />Sözlük Açıklamalarını, Yasal Bilgilendirme © ve Uyarıyı okumanız, İNTİHAL videosunu izlemeniz önemle tavsiye olunur. / It is highly recommended to read the Glossary Definitions, Legal Information © and Warning, and to watch the plagiarism video.<br /><br />İNTİHAL DAVASI / PLAGIARISM CASE<br /><br />Fikir hırsızlığı en aşağılık bir suçtur! Ayrıntılar için tıklayınız. / Plagiarism is the most despicable crime! 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But it is no longer possible to do so... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37116887" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">How to download Sir Arthur Evan’s Scripta Minoa, Volumes 1 & 2, (Linear B), in their entirety: Until recently, anyone searching for Scripta Minoa could download the files from Heidelberg University. But it is no longer possible to do so without the downloaded page being truncated at the top. To illustrate this, we try to download page 5 of Scripta Minoa, Vol. 1, here, the result above being what we actually see, the example in this case being, page 5, Preface. Note that we see only a window [1] to the entire page [2]. Consequently, if  you try to download the rest of the page, Heidelberg University blocks the rest of that page [2], or any other page, rendering the Heidelberg University site useless to download Scripta Minoa, Volumes 1 & 2. The alternative route to download Scripta Minoa, Volumes 1 & 2. Instead, go to this post on our home site, Minoan Linear A, Linear B, Knossos & Mycenae and follow the explicit instructions to the letter to download Scripta Minoa, Volumes 1 & 2.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37116887" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="087a6bec8a0b3732fb7783d088ca6eac" rel="nofollow" data-download="{"attachment_id":57068357,"asset_id":37116887,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57068357/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5201855" rel="nofollow" href="https://westernu.academia.edu/RichardVallance">Richard Vallance Janke</a><script data-card-contents-for-user="5201855" type="text/json">{"id":5201855,"first_name":"Richard","last_name":"Vallance Janke","domain_name":"westernu","page_name":"RichardVallance","display_name":"Richard Vallance Janke","profile_url":"https://westernu.academia.edu/RichardVallance?f_ri=10611","photo":"https://0.academia-photos.com/5201855/9119138/10170407/s65_richard.vallance.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37116887">+1</span><div class="hidden js-additional-users-37116887"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unige.academia.edu/AlexandreSolc%C3%A0">Alexandre Solcà</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37116887'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37116887').html(); 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But it is no longer possible to do so without the downloaded page being truncated at the top. To illustrate this, we try to download page 5 of Scripta Minoa, Vol. 1, here, the result above being what we actually see, the example in this case being, page 5, Preface. Note that we see only a window [1] to the entire page [2]. Consequently, if you try to download the rest of the page, Heidelberg University blocks the rest of that page [2], or any other page, rendering the Heidelberg University site useless to download Scripta Minoa, Volumes 1 \u0026 2. The alternative route to download Scripta Minoa, Volumes 1 \u0026 2. Instead, go to this post on our home site, Minoan Linear A, Linear B, Knossos \u0026 Mycenae and follow the explicit instructions to the letter to download Scripta Minoa, Volumes 1 \u0026 2.","downloadable_attachments":[{"id":57068357,"asset_id":37116887,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5201855,"first_name":"Richard","last_name":"Vallance Janke","domain_name":"westernu","page_name":"RichardVallance","display_name":"Richard Vallance Janke","profile_url":"https://westernu.academia.edu/RichardVallance?f_ri=10611","photo":"https://0.academia-photos.com/5201855/9119138/10170407/s65_richard.vallance.jpg"},{"id":7214515,"first_name":"Alexandre","last_name":"Solcà","domain_name":"unige","page_name":"AlexandreSolcà","display_name":"Alexandre 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Age","url":"https://www.academia.edu/Documents/in/Late_Bronze_Age?f_ri=10611"},{"id":92327,"name":"Minoan and Mycenaean economy and administration","url":"https://www.academia.edu/Documents/in/Minoan_and_Mycenaean_economy_and_administration?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1569347" data-work_id="1569347" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1569347/A_metafunctional_analysis_of_Sir_Winston_Churchill_s_We_shall_fight_on_the_beaches_speech">A metafunctional analysis of Sir Winston Churchill’s We shall fight on the beaches speech.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This investigation utilised Systemic Functional Grammar to analyse the final portion of a war speech given in 1940 by Sir Winston Churchill the British Prime Minister. A metafunctional approach has been utilised to analyse the taxis, and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1569347" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This investigation utilised Systemic Functional Grammar to analyse the final portion of a war speech given in 1940 by Sir Winston Churchill the British Prime Minister. A metafunctional approach has been utilised to analyse the taxis, and the experiential, interpersonal and textual meanings. Experientially, this text has the short term goal of preparing the British for the threat of invasion and the long term goal of signalling a warning to the Germans, solidarity with the French, and a call for help from the Empire and America. Interpersonally, although Churchill has the status and social distance of a war leader and despite his use of modals to demand and expect his people to do their duty, this is a very inclusive speech that is designed to unite the population to share his vision. Textually, Churchill uses a common Theme pattern, based on the British people and allies, and introduces the various situations where they can fight in the Rheme as New information. This is therefore a very motivating speech with paratactic extension and hypotactic projection also used to great effect, but the necessary conditions that must be fulfilled and the impending crisis are still included in the Range and some hypotactic clauses of elaboration and enhancement.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1569347" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="75ab0c7f682577bdae56b6eac70a9627" rel="nofollow" data-download="{"attachment_id":14048584,"asset_id":1569347,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/14048584/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1658490" href="https://kansai-u.academia.edu/SimonHumphries">Simon Humphries</a><script data-card-contents-for-user="1658490" type="text/json">{"id":1658490,"first_name":"Simon","last_name":"Humphries","domain_name":"kansai-u","page_name":"SimonHumphries","display_name":"Simon Humphries","profile_url":"https://kansai-u.academia.edu/SimonHumphries?f_ri=10611","photo":"https://0.academia-photos.com/1658490/575839/716162/s65_simon.humphries.jpg"}</script></span></span></li><li class="js-paper-rank-work_1569347 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1569347"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1569347, container: ".js-paper-rank-work_1569347", }); 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$(".js-view-count[data-work-id=1569347]").text(description); $(".js-view-count-work_1569347").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1569347").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1569347"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42799" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech">Speech</a>, <script data-card-contents-for-ri="42799" type="text/json">{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="77132" rel="nofollow" href="https://www.academia.edu/Documents/in/Winston_Churchill">Winston Churchill</a>, <script data-card-contents-for-ri="77132" type="text/json">{"id":77132,"name":"Winston Churchill","url":"https://www.academia.edu/Documents/in/Winston_Churchill?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="331157" rel="nofollow" href="https://www.academia.edu/Documents/in/Taxis">Taxis</a><script data-card-contents-for-ri="331157" type="text/json">{"id":331157,"name":"Taxis","url":"https://www.academia.edu/Documents/in/Taxis?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1569347]'), work: {"id":1569347,"title":"A metafunctional analysis of Sir Winston Churchill’s We shall fight on the beaches speech.","created_at":"2012-05-17T21:50:11.817-07:00","url":"https://www.academia.edu/1569347/A_metafunctional_analysis_of_Sir_Winston_Churchill_s_We_shall_fight_on_the_beaches_speech?f_ri=10611","dom_id":"work_1569347","summary":"This investigation utilised Systemic Functional Grammar to analyse the final portion of a war speech given in 1940 by Sir Winston Churchill the British Prime Minister. A metafunctional approach has been utilised to analyse the taxis, and the experiential, interpersonal and textual meanings. Experientially, this text has the short term goal of preparing the British for the threat of invasion and the long term goal of signalling a warning to the Germans, solidarity with the French, and a call for help from the Empire and America. Interpersonally, although Churchill has the status and social distance of a war leader and despite his use of modals to demand and expect his people to do their duty, this is a very inclusive speech that is designed to unite the population to share his vision. Textually, Churchill uses a common Theme pattern, based on the British people and allies, and introduces the various situations where they can fight in the Rheme as New information. This is therefore a very motivating speech with paratactic extension and hypotactic projection also used to great effect, but the necessary conditions that must be fulfilled and the impending crisis are still included in the Range and some hypotactic clauses of elaboration and enhancement.","downloadable_attachments":[{"id":14048584,"asset_id":1569347,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1658490,"first_name":"Simon","last_name":"Humphries","domain_name":"kansai-u","page_name":"SimonHumphries","display_name":"Simon Humphries","profile_url":"https://kansai-u.academia.edu/SimonHumphries?f_ri=10611","photo":"https://0.academia-photos.com/1658490/575839/716162/s65_simon.humphries.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=10611","nofollow":true},{"id":77132,"name":"Winston Churchill","url":"https://www.academia.edu/Documents/in/Winston_Churchill?f_ri=10611","nofollow":true},{"id":331157,"name":"Taxis","url":"https://www.academia.edu/Documents/in/Taxis?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36504591" data-work_id="36504591" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36504591/COMMENTS_ON_THE_SYSTEM_OF_LEXICAL_COHESION_IN_A_SAMPLE_OF_ENGLISH_FICTION">COMMENTS ON THE SYSTEM OF LEXICAL COHESION IN A SAMPLE OF ENGLISH FICTION</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cohesion is a semantic notion that refers to non-structural text-forming meaning inherent in relations of connectedness which may or may not be linguistically coded. It is the means by which one element is construed by reference to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36504591" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cohesion is a semantic notion that refers to non-structural text-forming meaning inherent in relations of connectedness which may or may not be linguistically coded. It is the means by which one element is construed by reference to another. As a part of the system of a language, cohesion is evidenced by means of 'reference', 'ellipsis', 'conjunction' and 'lexical cohesion'. The purpose of this study is to explore and explain the occurrence of two types of lexical cohesive devices, i.e. collocation and synonymy evident generally in both fiction and non-fiction genres. The corpus for the analysis was composed of 20000 words from a sample of prose fiction in English from five novels thatspan and represent different eras of English fictional literature. The model for analysis was mostly taken from Halliday (1985) and Halliday and Matthiessen (2004). The manner and frequency of occurrence of both collocation and synonymy were investigated and calculated. The results point to synonymy being the prominent cohesive device which manifests itself within a large number of cohesive chains. Another significant finding is the salient presence of chain leaps across unrelated synonymous words, while the presence of chain leaps across collocational and synonymous terms is less prominent, but present nevertheless. The analysis also shows that a noteworthy number of metaphorical expressions which are properties of the novel blur the cohesive lines of this genre by co-occurring and co-existing with cohesion and bringing to the fore the involved textual and discursive bonds that exist between metaphor and cohesion and the need to research this interesting textual phenomenon further. Some stylistic explanations of the textual patterns are offered. The findings of this study carry implications and can be beneficial for language teachers and learners too.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36504591" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d37a90e8f8d1874958170621d5df43de" rel="nofollow" data-download="{"attachment_id":56424623,"asset_id":36504591,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56424623/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="71873516" href="https://tabrizu.academia.edu/YHadidi">Yaser Hadidi</a><script data-card-contents-for-user="71873516" type="text/json">{"id":71873516,"first_name":"Yaser","last_name":"Hadidi","domain_name":"tabrizu","page_name":"YHadidi","display_name":"Yaser Hadidi","profile_url":"https://tabrizu.academia.edu/YHadidi?f_ri=10611","photo":"https://0.academia-photos.com/71873516/36645928/31303749/s65_yaser.hadidi.jpeg"}</script></span></span></li><li class="js-paper-rank-work_36504591 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36504591"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36504591, container: ".js-paper-rank-work_36504591", }); 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It is the means by which one element is construed by reference to another. As a part of the system of a language, cohesion is evidenced by means of 'reference', 'ellipsis', 'conjunction' and 'lexical cohesion'. The purpose of this study is to explore and explain the occurrence of two types of lexical cohesive devices, i.e. collocation and synonymy evident generally in both fiction and non-fiction genres. The corpus for the analysis was composed of 20000 words from a sample of prose fiction in English from five novels thatspan and represent different eras of English fictional literature. The model for analysis was mostly taken from Halliday (1985) and Halliday and Matthiessen (2004). The manner and frequency of occurrence of both collocation and synonymy were investigated and calculated. The results point to synonymy being the prominent cohesive device which manifests itself within a large number of cohesive chains. Another significant finding is the salient presence of chain leaps across unrelated synonymous words, while the presence of chain leaps across collocational and synonymous terms is less prominent, but present nevertheless. The analysis also shows that a noteworthy number of metaphorical expressions which are properties of the novel blur the cohesive lines of this genre by co-occurring and co-existing with cohesion and bringing to the fore the involved textual and discursive bonds that exist between metaphor and cohesion and the need to research this interesting textual phenomenon further. Some stylistic explanations of the textual patterns are offered. The findings of this study carry implications and can be beneficial for language teachers and learners too.","downloadable_attachments":[{"id":56424623,"asset_id":36504591,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":71873516,"first_name":"Yaser","last_name":"Hadidi","domain_name":"tabrizu","page_name":"YHadidi","display_name":"Yaser Hadidi","profile_url":"https://tabrizu.academia.edu/YHadidi?f_ri=10611","photo":"https://0.academia-photos.com/71873516/36645928/31303749/s65_yaser.hadidi.jpeg"}],"research_interests":[{"id":5460,"name":"Conceptual Metaphor","url":"https://www.academia.edu/Documents/in/Conceptual_Metaphor?f_ri=10611","nofollow":true},{"id":9548,"name":"Conceptual Metaphor Theory","url":"https://www.academia.edu/Documents/in/Conceptual_Metaphor_Theory?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":67685,"name":"TEFL/ TESOL/ Systemic Functional Linguistics/ Sociocultural Theory/ Activity Theory/ Willingness to Communicate","url":"https://www.academia.edu/Documents/in/TEFL_TESOL_Systemic_Functional_Linguistics_Sociocultural_Theory_Activity_Theory_Willingness_to_?f_ri=10611","nofollow":true},{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611"},{"id":352275,"name":"Halliday, M.A.K.","url":"https://www.academia.edu/Documents/in/Halliday_M.A.K?f_ri=10611"},{"id":823360,"name":"Grammatical and Lexical Cohesion","url":"https://www.academia.edu/Documents/in/Grammatical_and_Lexical_Cohesion?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2533069" data-work_id="2533069" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2533069/Ambiguity_in_grammatical_metaphor_One_more_reason_why_the_transitive_ergative_distinction_pays_off">Ambiguity in grammatical metaphor. One more reason why the transitive/ergative distinction pays off</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2533069" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="762a8c4a62372b09811084785a2f3aaf" rel="nofollow" data-download="{"attachment_id":35703412,"asset_id":2533069,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35703412/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3227184" href="https://ucm.academia.edu/JorgeAr%C3%BAsHita">Jorge Arús-Hita</a><script data-card-contents-for-user="3227184" type="text/json">{"id":3227184,"first_name":"Jorge","last_name":"Arús-Hita","domain_name":"ucm","page_name":"JorgeArúsHita","display_name":"Jorge Arús-Hita","profile_url":"https://ucm.academia.edu/JorgeAr%C3%BAsHita?f_ri=10611","photo":"https://0.academia-photos.com/3227184/1092164/153079056/s65_jorge.ar_s-hita.jpg"}</script></span></span></li><li class="js-paper-rank-work_2533069 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2533069"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2533069, container: ".js-paper-rank-work_2533069", }); });</script></li><li class="js-percentile-work_2533069 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2533069; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2533069"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2533069 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2533069"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2533069; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2533069]").text(description); $(".js-view-count-work_2533069").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2533069").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2533069"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2533069]'), work: {"id":2533069,"title":"Ambiguity in grammatical metaphor. One more reason why the transitive/ergative distinction pays off","created_at":"2013-02-07T16:52:56.470-08:00","url":"https://www.academia.edu/2533069/Ambiguity_in_grammatical_metaphor_One_more_reason_why_the_transitive_ergative_distinction_pays_off?f_ri=10611","dom_id":"work_2533069","summary":null,"downloadable_attachments":[{"id":35703412,"asset_id":2533069,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3227184,"first_name":"Jorge","last_name":"Arús-Hita","domain_name":"ucm","page_name":"JorgeArúsHita","display_name":"Jorge Arús-Hita","profile_url":"https://ucm.academia.edu/JorgeAr%C3%BAsHita?f_ri=10611","photo":"https://0.academia-photos.com/3227184/1092164/153079056/s65_jorge.ar_s-hita.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1055042 coauthored" data-work_id="1055042" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1055042/Providing_effective_feedback_in_an_online_environment">Providing effective feedback in an online environment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper documents the strategies used in providing students with feedback in a large scale action research project that was designed to help students develop their language and literacy skills. The Scaffolding Literacy in Academic and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1055042" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper documents the strategies used in providing students with feedback in a large scale action research project that was<br />designed to help students develop their language and literacy skills. The Scaffolding Literacy in Academic and Tertiary Environments (SLATE) was designed to provide students in a university in Hong Kong with discipline specific language and literacy support (see Mahboob, Dreyfus, Humphrey, and Martin, 2010, for a detailed description of the program). This support was provided by language tutors from around the world – with a large team of the tutors based in Sydney. In order to do this work, the SLATE team in Sydney developed a number of protocols and procedures for providing online support to the students. This paper describes these processes in some detail.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1055042" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c56bd62db6f7095e7e3292031fa55e63" rel="nofollow" data-download="{"attachment_id":6454109,"asset_id":1055042,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/6454109/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44171" href="https://newengland.academia.edu/DevoYDevrim">Devrim Yilmaz</a><script data-card-contents-for-user="44171" type="text/json">{"id":44171,"first_name":"Devrim","last_name":"Yilmaz","domain_name":"newengland","page_name":"DevoYDevrim","display_name":"Devrim Yilmaz","profile_url":"https://newengland.academia.edu/DevoYDevrim?f_ri=10611","photo":"https://0.academia-photos.com/44171/478619/36076415/s65_devo_y..devrim.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-1055042">+1</span><div class="hidden js-additional-users-1055042"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sydney.academia.edu/AhmarMahboob">Ahmar Mahboob</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-1055042'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-1055042').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_1055042 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1055042"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1055042, container: ".js-paper-rank-work_1055042", }); });</script></li><li class="js-percentile-work_1055042 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1055042; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1055042"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1055042 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1055042"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1055042; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1055042]").text(description); $(".js-view-count-work_1055042").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1055042").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1055042"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">26</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="885" rel="nofollow" href="https://www.academia.edu/Documents/in/English_Literature">English Literature</a>, <script data-card-contents-for-ri="885" type="text/json">{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a><script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1055042]'), work: {"id":1055042,"title":"Providing effective feedback in an online environment","created_at":"2011-10-31T11:24:18.413-07:00","url":"https://www.academia.edu/1055042/Providing_effective_feedback_in_an_online_environment?f_ri=10611","dom_id":"work_1055042","summary":"This paper documents the strategies used in providing students with feedback in a large scale action research project that was\ndesigned to help students develop their language and literacy skills. The Scaffolding Literacy in Academic and Tertiary Environments (SLATE) was designed to provide students in a university in Hong Kong with discipline specific language and literacy support (see Mahboob, Dreyfus, Humphrey, and Martin, 2010, for a detailed description of the program). This support was provided by language tutors from around the world – with a large team of the tutors based in Sydney. In order to do this work, the SLATE team in Sydney developed a number of protocols and procedures for providing online support to the students. This paper describes these processes in some detail.","downloadable_attachments":[{"id":6454109,"asset_id":1055042,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44171,"first_name":"Devrim","last_name":"Yilmaz","domain_name":"newengland","page_name":"DevoYDevrim","display_name":"Devrim Yilmaz","profile_url":"https://newengland.academia.edu/DevoYDevrim?f_ri=10611","photo":"https://0.academia-photos.com/44171/478619/36076415/s65_devo_y..devrim.jpg"},{"id":44164,"first_name":"Ahmar","last_name":"Mahboob","domain_name":"sydney","page_name":"AhmarMahboob","display_name":"Ahmar Mahboob","profile_url":"https://sydney.academia.edu/AhmarMahboob?f_ri=10611","photo":"https://0.academia-photos.com/44164/14123/13204/s65_ahmar.mahboob.png"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true},{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature?f_ri=10611","nofollow":true},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=10611","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=10611","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=10611"},{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=10611"},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=10611"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=10611"},{"id":3203,"name":"Feedback (Education)","url":"https://www.academia.edu/Documents/in/Feedback_Education_?f_ri=10611"},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=10611"},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=10611"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=10611"},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=10611"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=10611"},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611"},{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=10611"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=10611"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=10611"},{"id":16005,"name":"TESL","url":"https://www.academia.edu/Documents/in/TESL?f_ri=10611"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=10611"},{"id":17663,"name":"ESP","url":"https://www.academia.edu/Documents/in/ESP?f_ri=10611"},{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=10611"},{"id":20685,"name":"ESP, EFL. CALL","url":"https://www.academia.edu/Documents/in/ESP_EFL._CALL?f_ri=10611"},{"id":61225,"name":"ELT","url":"https://www.academia.edu/Documents/in/ELT?f_ri=10611"},{"id":68758,"name":"Research Writing","url":"https://www.academia.edu/Documents/in/Research_Writing?f_ri=10611"},{"id":330018,"name":"Arabic-English translation","url":"https://www.academia.edu/Documents/in/Arabic-English_translation?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38486832" data-work_id="38486832" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38486832/Material_Clauses_in_Koring_Language">Material Clauses in Koring Language</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper studies material clause as an aspect of transitivity in Koring. It is based on the theoretical framework of Systemic Functional Grammar (SFG) developed by Halliday. SFG is organized into three modes of meaning. These include... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38486832" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper studies material clause as an aspect of transitivity in Koring. It is based on the theoretical<br />framework of Systemic Functional Grammar (SFG) developed by Halliday. SFG is organized into three<br />modes of meaning. These include textual mode, interpersonal mode and experiential mode. The system of<br />transitivity is the focus of the experiential mode. Both paradigmatic and syntagmatic aspects of the<br />experiential grammar of the Koring clause is examined. Data used in the analysis were generated from<br />oral utterances made by some native speakers of the Koring language. The data are analysed by<br />categorizing them into participant and process, which are core elements of transitivity on the perspective of<br />SFG. It is discovered that, like many languages of the world, material clause of transitivity on the<br />perspective of SFG theory applies in the Koring language. However, the behaviour of processes in the<br />language, as it concerns transitivity, has some interesting unique features. For instance, a material process<br />may involve two participants. There are some processes that accommodate three participants. Moreover,<br />processes with three participants do not give room for the use of prepositions. It is also observed that while<br />every intransitive verb in Koring can be used as a transitive verb, not every transitive verb can be used as<br />an intransitive verb. The study will go a long way into contributing to the study and development of the<br />language. The study will also contribute immensely to the study of Nigerian languages and African<br />linguistics in general, especially as it concerns the application of SFG theory.<br /><br />Keywords: Koring grammar; transitivity in Koring, material clause/process in Koring</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38486832" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d37bad7c5a3e3911b5e7052d76199378" rel="nofollow" data-download="{"attachment_id":58553781,"asset_id":38486832,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58553781/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9416613" href="https://nigeriapoliceacademy.academia.edu/EugeneUchechukwuEjiofor">Eugene Ejiofor</a><script data-card-contents-for-user="9416613" type="text/json">{"id":9416613,"first_name":"Eugene","last_name":"Ejiofor","domain_name":"nigeriapoliceacademy","page_name":"EugeneUchechukwuEjiofor","display_name":"Eugene Ejiofor","profile_url":"https://nigeriapoliceacademy.academia.edu/EugeneUchechukwuEjiofor?f_ri=10611","photo":"https://0.academia-photos.com/9416613/12526548/13938345/s65_eugene.ejiofor.jpeg"}</script></span></span></li><li class="js-paper-rank-work_38486832 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38486832"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38486832, container: ".js-paper-rank-work_38486832", }); 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It is based on the theoretical\nframework of Systemic Functional Grammar (SFG) developed by Halliday. SFG is organized into three\nmodes of meaning. These include textual mode, interpersonal mode and experiential mode. The system of\ntransitivity is the focus of the experiential mode. Both paradigmatic and syntagmatic aspects of the\nexperiential grammar of the Koring clause is examined. Data used in the analysis were generated from\noral utterances made by some native speakers of the Koring language. The data are analysed by\ncategorizing them into participant and process, which are core elements of transitivity on the perspective of\nSFG. It is discovered that, like many languages of the world, material clause of transitivity on the\nperspective of SFG theory applies in the Koring language. However, the behaviour of processes in the\nlanguage, as it concerns transitivity, has some interesting unique features. For instance, a material process\nmay involve two participants. There are some processes that accommodate three participants. Moreover,\nprocesses with three participants do not give room for the use of prepositions. It is also observed that while\nevery intransitive verb in Koring can be used as a transitive verb, not every transitive verb can be used as\nan intransitive verb. The study will go a long way into contributing to the study and development of the\nlanguage. The study will also contribute immensely to the study of Nigerian languages and African\nlinguistics in general, especially as it concerns the application of SFG theory.\n\nKeywords: Koring grammar; transitivity in Koring, material clause/process in Koring","downloadable_attachments":[{"id":58553781,"asset_id":38486832,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9416613,"first_name":"Eugene","last_name":"Ejiofor","domain_name":"nigeriapoliceacademy","page_name":"EugeneUchechukwuEjiofor","display_name":"Eugene Ejiofor","profile_url":"https://nigeriapoliceacademy.academia.edu/EugeneUchechukwuEjiofor?f_ri=10611","photo":"https://0.academia-photos.com/9416613/12526548/13938345/s65_eugene.ejiofor.jpeg"}],"research_interests":[{"id":379,"name":"African Studies","url":"https://www.academia.edu/Documents/in/African_Studies?f_ri=10611","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=10611","nofollow":true},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38160475" data-work_id="38160475" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38160475/%D8%AA%D8%AD%D9%88%D9%84%D8%A7%D8%AA_%D9%85%D8%B9%D9%86%D8%A7%DB%8C%DB%8C_%D9%88_%D8%B3%D8%A7%D8%AE%D8%AA_%D8%A7%D8%B7%D9%84%D8%A7%D8%B9_%D8%A2%D8%BA%D8%A7%D8%B2%DA%AF%D8%B1%D9%87%D8%A7%DB%8C_%D8%A7%D8%B3%D9%86%D8%A7%D8%AF%DB%8C_%D8%B4%D8%AF%D9%87_%D8%AF%D8%B1_%D8%AC%D8%B1%DB%8C%D8%A7%D9%86_%D8%AA%D8%B1%D8%AC%D9%85%D9%87_%D8%A7%D8%B2_%D8%A7%D9%86%DA%AF%D9%84%DB%8C%D8%B3%DB%8C_%D8%A8%D9%87_%D9%81%D8%A7%D8%B1%D8%B3%DB%8C_pdf">تحولات معنایی و ساخت اطلاع آغازگرهای اسنادی شده در جریان ترجمه از انگلیسی به فارسی.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In Haliday’s Systemic Functional Grammar (SFG), there are three metafunctions that actually are three semantic layers of clauses of a language; being aware of them are important in transferring meaning in the process of translation.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38160475" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In Haliday’s Systemic Functional Grammar (SFG), there are three<br />metafunctions that actually are three semantic layers of clauses of a<br />language; being aware of them are important in transferring meaning in the<br />process of translation. Regarding the crucial importance of transferring<br />meaning faithfully in translation, particularly meanings beyond the<br />propositional meaning of an utterance, here, we study the semantic changes<br />of the structures termed “predicated themes” in SFG. Data investigation<br />revealed that in ideational, interpersonal, textual and also information<br />structure of many predicated themes translated into Persian, we see changes<br />that sometimes have ended in missing of some important parts of meaning.<br />In case of being aware of the different semantic layers of structures like<br />predicated themes, many of these kinds of semantic changes are avoidable;<br />consequently, it is possible to transfer meaning of the source language more<br />faithfully to the target language. Therefore, the main goal of this article is to<br />investigate the semantic changes of predicated themes in the process of<br />translation. The next goal of the research is providing some ways for<br />minimizing these kinds of changes.<br />Keywords: Semantic layers, Information structure, Emphatic and contrastive<br />meaning, Predicated themes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38160475" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c0f768ce4167ec08b792ccbc5735db09" rel="nofollow" data-download="{"attachment_id":58194107,"asset_id":38160475,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58194107/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4200931" href="https://independent.academia.edu/RezaAmini28">Reza Amini</a><script data-card-contents-for-user="4200931" type="text/json">{"id":4200931,"first_name":"Reza","last_name":"Amini","domain_name":"independent","page_name":"RezaAmini28","display_name":"Reza Amini","profile_url":"https://independent.academia.edu/RezaAmini28?f_ri=10611","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_38160475 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38160475"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38160475, container: ".js-paper-rank-work_38160475", }); 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being aware of them are important in transferring meaning in the\nprocess of translation. Regarding the crucial importance of transferring\nmeaning faithfully in translation, particularly meanings beyond the\npropositional meaning of an utterance, here, we study the semantic changes\nof the structures termed “predicated themes” in SFG. Data investigation\nrevealed that in ideational, interpersonal, textual and also information\nstructure of many predicated themes translated into Persian, we see changes\nthat sometimes have ended in missing of some important parts of meaning.\nIn case of being aware of the different semantic layers of structures like\npredicated themes, many of these kinds of semantic changes are avoidable;\nconsequently, it is possible to transfer meaning of the source language more\nfaithfully to the target language. Therefore, the main goal of this article is to\ninvestigate the semantic changes of predicated themes in the process of\ntranslation. The next goal of the research is providing some ways for\nminimizing these kinds of changes.\nKeywords: Semantic layers, Information structure, Emphatic and contrastive\nmeaning, Predicated themes.","downloadable_attachments":[{"id":58194107,"asset_id":38160475,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4200931,"first_name":"Reza","last_name":"Amini","domain_name":"independent","page_name":"RezaAmini28","display_name":"Reza Amini","profile_url":"https://independent.academia.edu/RezaAmini28?f_ri=10611","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1186,"name":"Translation Studies","url":"https://www.academia.edu/Documents/in/Translation_Studies?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":19857,"name":"Information Structure","url":"https://www.academia.edu/Documents/in/Information_Structure?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23973420" data-work_id="23973420" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23973420/Introduction_Everything_is_Illuminated_or_Genre_beyond_the_Three_Traditions">Introduction: Everything is Illuminated, or Genre beyond the Three Traditions</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23973420" data-share-source="work_strip" 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="833319" href="https://carleton-ca.academia.edu/NatashaArtemeva">Natasha Artemeva</a><script data-card-contents-for-user="833319" type="text/json">{"id":833319,"first_name":"Natasha","last_name":"Artemeva","domain_name":"carleton-ca","page_name":"NatashaArtemeva","display_name":"Natasha Artemeva","profile_url":"https://carleton-ca.academia.edu/NatashaArtemeva?f_ri=10611","photo":"https://0.academia-photos.com/833319/333006/2025012/s65_natasha.artemeva.jpg"}</script></span></span></li><li class="js-paper-rank-work_23973420 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23973420"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23973420, container: ".js-paper-rank-work_23973420", }); 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Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2206" rel="nofollow" href="https://www.academia.edu/Documents/in/Genre_studies">Genre studies</a>, <script data-card-contents-for-ri="2206" type="text/json">{"id":2206,"name":"Genre studies","url":"https://www.academia.edu/Documents/in/Genre_studies?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10249" rel="nofollow" href="https://www.academia.edu/Documents/in/Writing">Writing</a>, <script data-card-contents-for-ri="10249" type="text/json">{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23973420]'), work: {"id":23973420,"title":"Introduction: Everything is Illuminated, or Genre beyond the Three Traditions","created_at":"2016-04-03T13:58:05.061-07:00","url":"https://www.academia.edu/23973420/Introduction_Everything_is_Illuminated_or_Genre_beyond_the_Three_Traditions?f_ri=10611","dom_id":"work_23973420","summary":" ","downloadable_attachments":[{"id":45287732,"asset_id":23973420,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":833319,"first_name":"Natasha","last_name":"Artemeva","domain_name":"carleton-ca","page_name":"NatashaArtemeva","display_name":"Natasha Artemeva","profile_url":"https://carleton-ca.academia.edu/NatashaArtemeva?f_ri=10611","photo":"https://0.academia-photos.com/833319/333006/2025012/s65_natasha.artemeva.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true},{"id":2206,"name":"Genre studies","url":"https://www.academia.edu/Documents/in/Genre_studies?f_ri=10611","nofollow":true},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":10612,"name":"Genre-based pedagogy","url":"https://www.academia.edu/Documents/in/Genre-based_pedagogy?f_ri=10611"},{"id":14801,"name":"Multimodal Composition","url":"https://www.academia.edu/Documents/in/Multimodal_Composition?f_ri=10611"},{"id":20422,"name":"Multimodal Discourse Analysis","url":"https://www.academia.edu/Documents/in/Multimodal_Discourse_Analysis?f_ri=10611"},{"id":62060,"name":"Pragmatics, Discourse Analysis, Genre Studies","url":"https://www.academia.edu/Documents/in/Pragmatics_Discourse_Analysis_Genre_Studies?f_ri=10611"},{"id":119960,"name":"English for Specific Purposes or Academic English","url":"https://www.academia.edu/Documents/in/English_for_Specific_Purposes_or_Academic_English?f_ri=10611"},{"id":715177,"name":"Rhetorical Genre Studies","url":"https://www.academia.edu/Documents/in/Rhetorical_Genre_Studies?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12381936" data-work_id="12381936" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12381936/Critical_Discourse_Analysis_of_Wall_chalking_About_Daesh_in_Pakistan">Critical Discourse Analysis of Wall chalking About Daesh in Pakistan</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper aims to critically analyze the wall chalking about Daesh in Pakistan.Daesh,currently self-described as the Islamic State and jihadists but an oppressor, is a terrorist group in Libya, Nigeria, Iraq and Syria with a CIA... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12381936" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper aims to critically analyze the wall chalking about Daesh in Pakistan.Daesh,currently self-described as the Islamic State and jihadists but an oppressor, is a  terrorist group in Libya, Nigeria, Iraq and Syria with a CIA estimate of 20,000-31,500 fighters.Now,The traces of Daesh are found in Pakistan(In cities of Larkana,Faislabad,Karachi,Islamabad,Sialkot) through wall chalking.The concern of present study is to analyse the wall chalking in Sialkot which proposed “Daesh zindabad Fouj Murdabad” (Longlive Daesh,Down with the Army) This paper will highlight the basic concepts of CDA i-e,Discourse Analysis,Ideology,Hidden Agenda,Tri-Clough and SFL’s framework on this particular wall chalking.Online books and journals have been concerned for a deeper look at present theories of Halliday and Fairclough’s model and many online islamic and political forums have been visited to gather the data for the comprehensive understanding of Army’s and Daesh’s Ideology and explicit or implicit agendas.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14711095" href="https://independent.academia.edu/zainabnaqvi">zainab naqvi</a><script data-card-contents-for-user="14711095" type="text/json">{"id":14711095,"first_name":"zainab","last_name":"naqvi","domain_name":"independent","page_name":"zainabnaqvi","display_name":"zainab naqvi","profile_url":"https://independent.academia.edu/zainabnaqvi?f_ri=10611","photo":"https://0.academia-photos.com/14711095/4411824/5118051/s65_zainab.naqvi.jpg"}</script></span></span></li><li class="js-paper-rank-work_12381936 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12381936"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12381936, 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Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10633" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Discourse_Analysis">Critical Discourse Analysis</a>, <script data-card-contents-for-ri="10633" type="text/json">{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1933096" rel="nofollow" href="https://www.academia.edu/Documents/in/Fairclough_model">Fairclough model</a><script data-card-contents-for-ri="1933096" type="text/json">{"id":1933096,"name":"Fairclough model","url":"https://www.academia.edu/Documents/in/Fairclough_model?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12381936]'), work: {"id":12381936,"title":"Critical Discourse Analysis of Wall chalking About Daesh in Pakistan","created_at":"2015-05-14T07:31:10.710-07:00","url":"https://www.academia.edu/12381936/Critical_Discourse_Analysis_of_Wall_chalking_About_Daesh_in_Pakistan?f_ri=10611","dom_id":"work_12381936","summary":"This paper aims to critically analyze the wall chalking about Daesh in Pakistan.Daesh,currently self-described as the Islamic State and jihadists but an oppressor, is a terrorist group in Libya, Nigeria, Iraq and Syria with a CIA estimate of 20,000-31,500 fighters.Now,The traces of Daesh are found in Pakistan(In cities of Larkana,Faislabad,Karachi,Islamabad,Sialkot) through wall chalking.The concern of present study is to analyse the wall chalking in Sialkot which proposed “Daesh zindabad Fouj Murdabad” (Longlive Daesh,Down with the Army) This paper will highlight the basic concepts of CDA i-e,Discourse Analysis,Ideology,Hidden Agenda,Tri-Clough and SFL’s framework on this particular wall chalking.Online books and journals have been concerned for a deeper look at present theories of Halliday and Fairclough’s model and many online islamic and political forums have been visited to gather the data for the comprehensive understanding of Army’s and Daesh’s Ideology and explicit or implicit agendas.","downloadable_attachments":[{"id":37633324,"asset_id":12381936,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14711095,"first_name":"zainab","last_name":"naqvi","domain_name":"independent","page_name":"zainabnaqvi","display_name":"zainab naqvi","profile_url":"https://independent.academia.edu/zainabnaqvi?f_ri=10611","photo":"https://0.academia-photos.com/14711095/4411824/5118051/s65_zainab.naqvi.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=10611","nofollow":true},{"id":1933096,"name":"Fairclough model","url":"https://www.academia.edu/Documents/in/Fairclough_model?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72674543" data-work_id="72674543" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72674543/Focusing_on_content_or_strategies_Enactment_of_reading_strategies_in_discussions_about_science_texts">Focusing on content or strategies? Enactment of reading strategies in discussions about science texts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72674543" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article concerns the relationship between general literacy skills<br />and engagement with subject-specific content in classroom practice.<br />The aim is to contribute knowledge about how enactment of<br />reading strategies impacts classroom discussions about science<br />texts. For 10 weeks, the researcher conducted observations and<br />audio recordings of strategy-focused text discussions in Grade 4<br />physics and biology. The strategies employed were as follows: text<br />knowledge, looking at text features and using prior knowledge. The<br />analysis of the transcribed recordings and relevant parts of the<br />textbook material was informed by Bernstein’s sociology of education<br />and a social semiotic view of disciplinary literacy practices. The<br />result shows that reading strategies were foregrounded in discussions<br />about texts in ways which created and upheld boundaries to<br />related content, activities and texts. Notably, the teacher and the<br />students discussed single pages of science textbook material without<br />considering how meaning conveyed by images and writing<br />relates to other pages by, for example, bringing technical knowledge<br />closer to everyday experience or by condensing meanings in<br />a technical way. The study shows the potential of adhering to the<br />information flow between given and new on textbook spreads to<br />understand shifts between concrete and technical meaning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72674543" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="75fc99666f4b05a3820d07f976bbabf6" rel="nofollow" data-download="{"attachment_id":81509369,"asset_id":72674543,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81509369/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2130829" href="https://linnaeus.academia.edu/RobertWalld%C3%A9n">Robert Walldén</a><script data-card-contents-for-user="2130829" type="text/json">{"id":2130829,"first_name":"Robert","last_name":"Walldén","domain_name":"linnaeus","page_name":"RobertWalldén","display_name":"Robert Walldén","profile_url":"https://linnaeus.academia.edu/RobertWalld%C3%A9n?f_ri=10611","photo":"https://0.academia-photos.com/2130829/1566167/154761889/s65_robert.walld_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_72674543 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72674543"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72674543, container: ".js-paper-rank-work_72674543", }); 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$(".js-view-count[data-work-id=72674543]").text(description); $(".js-view-count-work_72674543").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72674543").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72674543"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1736" rel="nofollow" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a>, <script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11467" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_Communication">Visual Communication</a>, <script data-card-contents-for-ri="11467" type="text/json">{"id":11467,"name":"Visual Communication","url":"https://www.academia.edu/Documents/in/Visual_Communication?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25982" rel="nofollow" href="https://www.academia.edu/Documents/in/Classroom_Interaction">Classroom Interaction</a><script data-card-contents-for-ri="25982" type="text/json">{"id":25982,"name":"Classroom Interaction","url":"https://www.academia.edu/Documents/in/Classroom_Interaction?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72674543]'), work: {"id":72674543,"title":"Focusing on content or strategies? Enactment of reading strategies in discussions about science texts","created_at":"2022-03-01T04:44:16.296-08:00","url":"https://www.academia.edu/72674543/Focusing_on_content_or_strategies_Enactment_of_reading_strategies_in_discussions_about_science_texts?f_ri=10611","dom_id":"work_72674543","summary":"This article concerns the relationship between general literacy skills\nand engagement with subject-specific content in classroom practice.\nThe aim is to contribute knowledge about how enactment of\nreading strategies impacts classroom discussions about science\ntexts. For 10 weeks, the researcher conducted observations and\naudio recordings of strategy-focused text discussions in Grade 4\nphysics and biology. The strategies employed were as follows: text\nknowledge, looking at text features and using prior knowledge. The\nanalysis of the transcribed recordings and relevant parts of the\ntextbook material was informed by Bernstein’s sociology of education\nand a social semiotic view of disciplinary literacy practices. The\nresult shows that reading strategies were foregrounded in discussions\nabout texts in ways which created and upheld boundaries to\nrelated content, activities and texts. Notably, the teacher and the\nstudents discussed single pages of science textbook material without\nconsidering how meaning conveyed by images and writing\nrelates to other pages by, for example, bringing technical knowledge\ncloser to everyday experience or by condensing meanings in\na technical way. The study shows the potential of adhering to the\ninformation flow between given and new on textbook spreads to\nunderstand shifts between concrete and technical meaning.","downloadable_attachments":[{"id":81509369,"asset_id":72674543,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2130829,"first_name":"Robert","last_name":"Walldén","domain_name":"linnaeus","page_name":"RobertWalldén","display_name":"Robert Walldén","profile_url":"https://linnaeus.academia.edu/RobertWalld%C3%A9n?f_ri=10611","photo":"https://0.academia-photos.com/2130829/1566167/154761889/s65_robert.walld_n.jpg"}],"research_interests":[{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":11467,"name":"Visual Communication","url":"https://www.academia.edu/Documents/in/Visual_Communication?f_ri=10611","nofollow":true},{"id":25982,"name":"Classroom Interaction","url":"https://www.academia.edu/Documents/in/Classroom_Interaction?f_ri=10611","nofollow":true},{"id":33863,"name":"Social Semiotics","url":"https://www.academia.edu/Documents/in/Social_Semiotics?f_ri=10611"},{"id":72034,"name":"Reading Strategies","url":"https://www.academia.edu/Documents/in/Reading_Strategies?f_ri=10611"},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=10611"},{"id":103303,"name":"Classroom Discourse","url":"https://www.academia.edu/Documents/in/Classroom_Discourse?f_ri=10611"},{"id":218569,"name":"Disciplinary Literacy","url":"https://www.academia.edu/Documents/in/Disciplinary_Literacy?f_ri=10611"},{"id":643282,"name":"Teaching Materials","url":"https://www.academia.edu/Documents/in/Teaching_Materials?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34639700" data-work_id="34639700" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34639700/A_Socio_Ecological_Framework_for_Language_Acquisition">A Socio-Ecological Framework for Language Acquisition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">English: A socio-ecological system offers a framework in which to situate research on language learning in a community. This article discusses the ecological turn of linguistics and psychology of the 1970s and argues for these as a basis... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34639700" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">English: A socio-ecological system offers a framework in which to situate research on language learning in a community.<br />This article discusses the ecological turn of linguistics and psychology of the 1970s and argues for these as a basis for<br />environmentally appropriate research on Russian/English biliteracy in the 21st century. This ecological foundation is<br />enhanced through applied linguistics methods including ethnography, positive discourse analysis, and systemic function<br />linguistics. This framework is robust enough to explore bilingual and biliterate development in learners in various contexts.<br />The paper concludes with possible questions for investigation of bilingual and academic development.<br />Russian:<br />Социально-экологическая система предлагает основу для проведения исследований процессов овладения языками в обществе. Данная статья рассматривает экологические стили в лингвистике и психологии 70-х годов XX века и предлагает их применение в качестве основы для соответствующего исследования двуязычного об-разования (на русском и английском языках) в XXI веке. Данная экологическая система далее обогащена по-средством прикладных лингвистических методов, таких как этнография, анализ развития речи и функциональ-ная лингвистика. Эта система вполне основательна для того, чтобы провести изучение развития билингвизма и грамотности речи среди различных групп населения. В заключение данной работы выявлены вопросы, возни-кающие при проведении исследований академического развития и билингвизма. Овладение языками в обществе, прикладная лингвистика, системная функциональная лингвистика, этно-графия, экологические системы, социально-экологическая система, развитие билингвизма.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34639700" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fe1fc3cac096cc2b62af43f4d2084a1b" rel="nofollow" data-download="{"attachment_id":54500779,"asset_id":34639700,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54500779/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6406876" href="https://unco.academia.edu/MargaretBerg">Margaret Berg</a><script data-card-contents-for-user="6406876" type="text/json">{"id":6406876,"first_name":"Margaret","last_name":"Berg","domain_name":"unco","page_name":"MargaretBerg","display_name":"Margaret Berg","profile_url":"https://unco.academia.edu/MargaretBerg?f_ri=10611","photo":"https://0.academia-photos.com/6406876/8623727/10158999/s65_margaret.berg.jpg"}</script></span></span></li><li class="js-paper-rank-work_34639700 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34639700"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34639700, container: ".js-paper-rank-work_34639700", }); });</script></li><li class="js-percentile-work_34639700 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34639700; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34639700"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34639700 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34639700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34639700; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34639700]").text(description); $(".js-view-count-work_34639700").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34639700").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34639700"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2313" rel="nofollow" href="https://www.academia.edu/Documents/in/Multi-_and_Bilingualism_and_Biliteracy">Multi- & Bilingualism & Biliteracy</a>, <script data-card-contents-for-ri="2313" type="text/json">{"id":2313,"name":"Multi- \u0026 Bilingualism \u0026 Biliteracy","url":"https://www.academia.edu/Documents/in/Multi-_and_Bilingualism_and_Biliteracy?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10452" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistic_diversity">Linguistic diversity</a>, <script data-card-contents-for-ri="10452" type="text/json">{"id":10452,"name":"Linguistic diversity","url":"https://www.academia.edu/Documents/in/Linguistic_diversity?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34639700]'), work: {"id":34639700,"title":"A Socio-Ecological Framework for Language Acquisition","created_at":"2017-09-21T17:55:56.985-07:00","url":"https://www.academia.edu/34639700/A_Socio_Ecological_Framework_for_Language_Acquisition?f_ri=10611","dom_id":"work_34639700","summary":"English: A socio-ecological system offers a framework in which to situate research on language learning in a community.\nThis article discusses the ecological turn of linguistics and psychology of the 1970s and argues for these as a basis for\nenvironmentally appropriate research on Russian/English biliteracy in the 21st century. This ecological foundation is\nenhanced through applied linguistics methods including ethnography, positive discourse analysis, and systemic function\nlinguistics. This framework is robust enough to explore bilingual and biliterate development in learners in various contexts.\nThe paper concludes with possible questions for investigation of bilingual and academic development.\nRussian:\nСоциально-экологическая система предлагает основу для проведения исследований процессов овладения языками в обществе. Данная статья рассматривает экологические стили в лингвистике и психологии 70-х годов XX века и предлагает их применение в качестве основы для соответствующего исследования двуязычного об-разования (на русском и английском языках) в XXI веке. Данная экологическая система далее обогащена по-средством прикладных лингвистических методов, таких как этнография, анализ развития речи и функциональ-ная лингвистика. Эта система вполне основательна для того, чтобы провести изучение развития билингвизма и грамотности речи среди различных групп населения. В заключение данной работы выявлены вопросы, возни-кающие при проведении исследований академического развития и билингвизма. Овладение языками в обществе, прикладная лингвистика, системная функциональная лингвистика, этно-графия, экологические системы, социально-экологическая система, развитие билингвизма.","downloadable_attachments":[{"id":54500779,"asset_id":34639700,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6406876,"first_name":"Margaret","last_name":"Berg","domain_name":"unco","page_name":"MargaretBerg","display_name":"Margaret Berg","profile_url":"https://unco.academia.edu/MargaretBerg?f_ri=10611","photo":"https://0.academia-photos.com/6406876/8623727/10158999/s65_margaret.berg.jpg"}],"research_interests":[{"id":2313,"name":"Multi- \u0026 Bilingualism \u0026 Biliteracy","url":"https://www.academia.edu/Documents/in/Multi-_and_Bilingualism_and_Biliteracy?f_ri=10611","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=10611","nofollow":true},{"id":10452,"name":"Linguistic diversity","url":"https://www.academia.edu/Documents/in/Linguistic_diversity?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":19861,"name":"Russian Language","url":"https://www.academia.edu/Documents/in/Russian_Language?f_ri=10611"},{"id":535402,"name":"Ecological Systems Theory","url":"https://www.academia.edu/Documents/in/Ecological_Systems_Theory?f_ri=10611"},{"id":983831,"name":"Schooling Systems","url":"https://www.academia.edu/Documents/in/Schooling_Systems?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4382647" data-work_id="4382647" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/4382647/Candidates_negotiation_of_their_expertise_in_job_interviews">Candidates’ negotiation of their expertise in job interviews</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article discusses how candidates, in job interviews, negotiate their expertise so as to make a good impression on their interviewers. It is based on the analysis of five role-played interviews in French and four authentic interviews... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4382647" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article discusses how candidates, in job interviews, negotiate their expertise so as to make a good impression on their interviewers. It is based on the analysis of five role-played interviews in French and four authentic interviews in either French or French and English, the candidates’ comments on the impression they had tried to convey and the interviewers’ comments on the impression they had of the candidates. The analysis uses a systemic functional approach and the theory of politeness, and highlights how candidates’ lexico-grammatical choices play a role in their interviewers’ impressions of them. It also shows that the candidates’ discourse and therefore the impression they make is linked to the ongoing interaction with their interviewers. Last, it establishes a useful link between lexico-grammar analysis and impression management theory.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4382647" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5364801" href="https://sydney.academia.edu/CarolineLipovsky">Caroline Lipovsky</a><script data-card-contents-for-user="5364801" type="text/json">{"id":5364801,"first_name":"Caroline","last_name":"Lipovsky","domain_name":"sydney","page_name":"CarolineLipovsky","display_name":"Caroline Lipovsky","profile_url":"https://sydney.academia.edu/CarolineLipovsky?f_ri=10611","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4382647 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4382647"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4382647, container: ".js-paper-rank-work_4382647", }); 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$(".js-view-count[data-work-id=4382647]").text(description); $(".js-view-count-work_4382647").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4382647").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4382647"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="31969" rel="nofollow" href="https://www.academia.edu/Documents/in/Impression_Management">Impression Management</a>, <script data-card-contents-for-ri="31969" type="text/json">{"id":31969,"name":"Impression Management","url":"https://www.academia.edu/Documents/in/Impression_Management?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="321637" rel="nofollow" href="https://www.academia.edu/Documents/in/Job_Interviews">Job Interviews</a><script data-card-contents-for-ri="321637" type="text/json">{"id":321637,"name":"Job Interviews","url":"https://www.academia.edu/Documents/in/Job_Interviews?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4382647]'), work: {"id":4382647,"title":"Candidates’ negotiation of their expertise in job interviews","created_at":"2013-09-01T16:08:24.791-07:00","url":"https://www.academia.edu/4382647/Candidates_negotiation_of_their_expertise_in_job_interviews?f_ri=10611","dom_id":"work_4382647","summary":"This article discusses how candidates, in job interviews, negotiate their expertise so as to make a good impression on their interviewers. It is based on the analysis of five role-played interviews in French and four authentic interviews in either French or French and English, the candidates’ comments on the impression they had tried to convey and the interviewers’ comments on the impression they had of the candidates. The analysis uses a systemic functional approach and the theory of politeness, and highlights how candidates’ lexico-grammatical choices play a role in their interviewers’ impressions of them. It also shows that the candidates’ discourse and therefore the impression they make is linked to the ongoing interaction with their interviewers. Last, it establishes a useful link between lexico-grammar analysis and impression management theory.","downloadable_attachments":[],"ordered_authors":[{"id":5364801,"first_name":"Caroline","last_name":"Lipovsky","domain_name":"sydney","page_name":"CarolineLipovsky","display_name":"Caroline Lipovsky","profile_url":"https://sydney.academia.edu/CarolineLipovsky?f_ri=10611","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":31969,"name":"Impression Management","url":"https://www.academia.edu/Documents/in/Impression_Management?f_ri=10611","nofollow":true},{"id":321637,"name":"Job Interviews","url":"https://www.academia.edu/Documents/in/Job_Interviews?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18317926" data-work_id="18317926" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18317926/Searchable_talk_The_linguistic_functions_of_hashtags">Searchable talk: The linguistic functions of hashtags</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">An important dimension of social media discourse is its searchability. A key semiotic resource supporting this function is the hashtag, a form of social tagging that allows microbloggers to embed metadata in posts. While popularly thought... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18317926" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">An important dimension of social media discourse is its searchability. A key semiotic resource supporting this function is the hashtag, a form of social tagging that allows microbloggers to embed metadata in posts. While popularly thought of as topic-markers, hashtags are able to construe a range of complex meanings in social media texts. This paper uses Halliday’s (1978) concept of linguistic metafunctions, to explore how hashtags enact three simultaneous communicative functions: marking experiential topics, enacting interpersonal relationships, and organizing text. Corpus-based discourse analysis of linguistic patterns in a 100 million word Twitter corpus is used to investigate these functions and how they enact social processes of ‘ambient affiliation’ is also considered.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18317926" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="41c17f2cf417509288fccded3d34fc1c" rel="nofollow" data-download="{"attachment_id":39991678,"asset_id":18317926,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39991678/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4378710" href="https://unsw.academia.edu/Michele_Zappavigna">Michele Zappavigna</a><script data-card-contents-for-user="4378710" type="text/json">{"id":4378710,"first_name":"Michele","last_name":"Zappavigna","domain_name":"unsw","page_name":"Michele_Zappavigna","display_name":"Michele Zappavigna","profile_url":"https://unsw.academia.edu/Michele_Zappavigna?f_ri=10611","photo":"https://0.academia-photos.com/4378710/1770531/11917484/s65_michele.zappavigna.jpg"}</script></span></span></li><li class="js-paper-rank-work_18317926 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18317926"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18317926, container: ".js-paper-rank-work_18317926", }); 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A key semiotic resource supporting this function is the hashtag, a form of social tagging that allows microbloggers to embed metadata in posts. While popularly thought of as topic-markers, hashtags are able to construe a range of complex meanings in social media texts. This paper uses Halliday’s (1978) concept of linguistic metafunctions, to explore how hashtags enact three simultaneous communicative functions: marking experiential topics, enacting interpersonal relationships, and organizing text. Corpus-based discourse analysis of linguistic patterns in a 100 million word Twitter corpus is used to investigate these functions and how they enact social processes of ‘ambient affiliation’ is also considered. ","downloadable_attachments":[{"id":39991678,"asset_id":18317926,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4378710,"first_name":"Michele","last_name":"Zappavigna","domain_name":"unsw","page_name":"Michele_Zappavigna","display_name":"Michele Zappavigna","profile_url":"https://unsw.academia.edu/Michele_Zappavigna?f_ri=10611","photo":"https://0.academia-photos.com/4378710/1770531/11917484/s65_michele.zappavigna.jpg"}],"research_interests":[{"id":4725,"name":"Metadata","url":"https://www.academia.edu/Documents/in/Metadata?f_ri=10611","nofollow":true},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=10611","nofollow":true},{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":11555,"name":"Social metadata (tagging, folksonomy)","url":"https://www.academia.edu/Documents/in/Social_metadata_tagging_folksonomy_?f_ri=10611","nofollow":true},{"id":13873,"name":"Twitter","url":"https://www.academia.edu/Documents/in/Twitter?f_ri=10611"},{"id":17611,"name":"Appraisal (Systemic Functional Linguistics)","url":"https://www.academia.edu/Documents/in/Appraisal_Systemic_Functional_Linguistics_?f_ri=10611"},{"id":288753,"name":"Hashtags","url":"https://www.academia.edu/Documents/in/Hashtags?f_ri=10611"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13367804" data-work_id="13367804" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13367804/Evidentiality_in_Japanese_from_a_systemic_functional_perspective">Evidentiality in Japanese from a systemic functional perspective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">第 15 回 SFL 研究会ご案内 SFL (Systemic Functional Linguistics /選択体系機能言語学) 研究会では、Michael Halliday の言語理論を国語教育、日本語教育、英語教育などの言語教育の分野に、どのように実践できるかについて研究し意見交換をしています。第 15 回研究会は、以下の先生のご発表を予定しています。 SFL にご興味のある方、言語教育や外国語教育に携わっていらっしゃる方、これから携... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13367804" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">第 15 回 SFL 研究会ご案内 SFL (Systemic Functional Linguistics /選択体系機能言語学) 研究会では、Michael Halliday の言語理論を国語教育、日本語教育、英語教育などの言語教育の分野に、どのように実践できるかについて研究し意見交換をしています。第 15 回研究会は、以下の先生のご発表を予定しています。 SFL にご興味のある方、言語教育や外国語教育に携わっていらっしゃる方、これから携わる予定の方、是非ご参加ください。お待ちしております。日時：2015 年 6 月 27 日(土)13：30-17：00 場所：上智大学 2 号館 915</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item 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data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="159565" href="https://mq.academia.edu/AyakoOchi">Ayako Ochi</a><script data-card-contents-for-user="159565" type="text/json">{"id":159565,"first_name":"Ayako","last_name":"Ochi","domain_name":"mq","page_name":"AyakoOchi","display_name":"Ayako Ochi","profile_url":"https://mq.academia.edu/AyakoOchi?f_ri=10611","photo":"https://0.academia-photos.com/159565/87085/1111744/s65_ayako.ochi.jpg"}</script></span></span></li><li class="js-paper-rank-work_13367804 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13367804"><i class="u-m1x fa 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view-count u-mr2x" data-work-id="13367804"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13367804; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13367804]").text(description); $(".js-view-count-work_13367804").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13367804").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13367804"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13367804]'), work: {"id":13367804,"title":"Evidentiality in Japanese from a systemic functional perspective","created_at":"2015-06-27T20:34:04.578-07:00","url":"https://www.academia.edu/13367804/Evidentiality_in_Japanese_from_a_systemic_functional_perspective?f_ri=10611","dom_id":"work_13367804","summary":"第 15 回 SFL 研究会ご案内 SFL (Systemic Functional Linguistics /選択体系機能言語学) 研究会では、Michael Halliday の言語理論を国語教育、日本語教育、英語教育などの言語教育の分野に、どのように実践できるかについて研究し意見交換をしています。第 15 回研究会は、以下の先生のご発表を予定しています。 SFL にご興味のある方、言語教育や外国語教育に携わっていらっしゃる方、これから携わる予定の方、是非ご参加ください。お待ちしております。日時：2015 年 6 月 27 日(土)13：30-17：00 場所：上智大学 2 号館 915","downloadable_attachments":[{"id":38025755,"asset_id":13367804,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":159565,"first_name":"Ayako","last_name":"Ochi","domain_name":"mq","page_name":"AyakoOchi","display_name":"Ayako Ochi","profile_url":"https://mq.academia.edu/AyakoOchi?f_ri=10611","photo":"https://0.academia-photos.com/159565/87085/1111744/s65_ayako.ochi.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1864771" data-work_id="1864771" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1864771/Kontext_som_aktivitet_situationstyp_och_praktik_En_kritisk_analys_av_kontextbegreppet_i_systemisk_funktionell_grammatik">Kontext som aktivitet, situationstyp och praktik. En kritisk analys av kontextbegreppet i systemisk-funktionell grammatik</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article critically investigates how context is constructed in Systemic Functional Grammar (SFG). The task is motivated by the immense influence of SFG in text and discourse analysis, and its recent theoretical applications to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1864771" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article critically investigates how context is constructed in Systemic Functional Grammar (SFG). The task is motivated by the immense influence of SFG in text and discourse analysis, and its recent theoretical applications to research on Swedish. The investigation has as its point of departure Halliday’s presentation of context in Language, context and text (Halliday & Hasan 1985), and it focuses on Halliday’s analysis of three examples: an extract of casual interaction, a love poem and a lecture broadcast on radio. Halliday’s perspective on context is applied to journalistic essays written by students in Swedish upper secondary school. Two main theoretical problems are observed. Firstly, the students’ essays do not seem to have context at all in the sense that Halliday elaborates in his analysis of the casual interaction; this is because the video-recorded activity of the writing process cannot be taken as a sufficiently meaningful context. Secondly, although the texts can be analyzed as having “context in text”, it turns out to be difficult to generalize this finding in terms of situation type. A complementary perspective is proposed that makes it possible to analyze the students’ work as a chain of activities realized in a chain of texts. The study is a part of the research project “Text activities and the development of knowledge in school”, funded by the Swedish Research Council.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1864771" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="008f1860dceeef055a164d20af3a1c76" rel="nofollow" data-download="{"attachment_id":26234811,"asset_id":1864771,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/26234811/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1940734" href="https://gu-se.academia.edu/PerHolmberg">Per Holmberg</a><script data-card-contents-for-user="1940734" type="text/json">{"id":1940734,"first_name":"Per","last_name":"Holmberg","domain_name":"gu-se","page_name":"PerHolmberg","display_name":"Per Holmberg","profile_url":"https://gu-se.academia.edu/PerHolmberg?f_ri=10611","photo":"https://0.academia-photos.com/1940734/653589/810058/s65_per.holmberg.jpg"}</script></span></span></li><li class="js-paper-rank-work_1864771 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1864771"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1864771, container: ".js-paper-rank-work_1864771", }); });</script></li><li class="js-percentile-work_1864771 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1864771; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1864771"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1864771 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1864771"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1864771; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1864771]").text(description); $(".js-view-count-work_1864771").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1864771").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1864771"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a>, <script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="78308" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Grammar">Systemic Functional Grammar</a><script data-card-contents-for-ri="78308" type="text/json">{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1864771]'), work: {"id":1864771,"title":"Kontext som aktivitet, situationstyp och praktik. En kritisk analys av kontextbegreppet i systemisk-funktionell grammatik","created_at":"2012-08-16T23:17:07.329-07:00","url":"https://www.academia.edu/1864771/Kontext_som_aktivitet_situationstyp_och_praktik_En_kritisk_analys_av_kontextbegreppet_i_systemisk_funktionell_grammatik?f_ri=10611","dom_id":"work_1864771","summary":"This article critically investigates how context is constructed in Systemic Functional Grammar (SFG). The task is motivated by the immense influence of SFG in text and discourse analysis, and its recent theoretical applications to research on Swedish. The investigation has as its point of departure Halliday’s presentation of context in Language, context and text (Halliday \u0026 Hasan 1985), and it focuses on Halliday’s analysis of three examples: an extract of casual interaction, a love poem and a lecture broadcast on radio. Halliday’s perspective on context is applied to journalistic essays written by students in Swedish upper secondary school. Two main theoretical problems are observed. Firstly, the students’ essays do not seem to have context at all in the sense that Halliday elaborates in his analysis of the casual interaction; this is because the video-recorded activity of the writing process cannot be taken as a sufficiently meaningful context. Secondly, although the texts can be analyzed as having “context in text”, it turns out to be difficult to generalize this finding in terms of situation type. A complementary perspective is proposed that makes it possible to analyze the students’ work as a chain of activities realized in a chain of texts. The study is a part of the research project “Text activities and the development of knowledge in school”, funded by the Swedish Research Council.","downloadable_attachments":[{"id":26234811,"asset_id":1864771,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1940734,"first_name":"Per","last_name":"Holmberg","domain_name":"gu-se","page_name":"PerHolmberg","display_name":"Per Holmberg","profile_url":"https://gu-se.academia.edu/PerHolmberg?f_ri=10611","photo":"https://0.academia-photos.com/1940734/653589/810058/s65_per.holmberg.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true},{"id":78308,"name":"Systemic Functional Grammar","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Grammar?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3155436" data-work_id="3155436" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3155436/Improving_reflective_writing_in_higher_education_a_social_semiotic_perspective">Improving reflective writing in higher education: a social semiotic perspective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely accepted in educational circles, a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3155436" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely accepted in educational circles, a critical issue is that reflective writing is complex, and has high rhetorical demands, making it difficult to master unless it is taught in an explicit and systematic way. This paper argues that a functional–semantic approach to language (Eggins 2004), based on Halliday's (1978) systemic functional linguistics (SFL) can be used to develop a shared language to explicitly teach and assess reflective writing in higher-education courses. The paper outlines key theories and scales of reflection, and then uses SFL to develop a social semiotic model for reflective writing. Examples of reflective writing are analysed to show how such a model can be used explicitly to improve the reflective writing skills of higher-education students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3155436" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0c2cf157ac38a075a88cd61ffd6577a1" rel="nofollow" data-download="{"attachment_id":50433249,"asset_id":3155436,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50433249/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3605892" href="https://independent.academia.edu/MilianeMoreiraCardosoVieira">Miliane Moreira Cardoso Vieira</a><script data-card-contents-for-user="3605892" type="text/json">{"id":3605892,"first_name":"Miliane","last_name":"Moreira Cardoso Vieira","domain_name":"independent","page_name":"MilianeMoreiraCardosoVieira","display_name":"Miliane Moreira Cardoso Vieira","profile_url":"https://independent.academia.edu/MilianeMoreiraCardosoVieira?f_ri=10611","photo":"https://0.academia-photos.com/3605892/1258749/20013564/s65_miliane.moreira_cardoso_vieira.jpg"}</script></span></span></li><li class="js-paper-rank-work_3155436 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3155436"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3155436, container: ".js-paper-rank-work_3155436", }); });</script></li><li class="js-percentile-work_3155436 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3155436; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3155436"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3155436 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3155436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3155436; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3155436]").text(description); $(".js-view-count-work_3155436").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3155436").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3155436"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="10611" rel="nofollow" href="https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics">Systemic Functional Linguistics</a><script data-card-contents-for-ri="10611" type="text/json">{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3155436]'), work: {"id":3155436,"title":"Improving reflective writing in higher education: a social semiotic perspective","created_at":"2013-03-29T04:40:08.649-07:00","url":"https://www.academia.edu/3155436/Improving_reflective_writing_in_higher_education_a_social_semiotic_perspective?f_ri=10611","dom_id":"work_3155436","summary":"Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely accepted in educational circles, a critical issue is that reflective writing is complex, and has high rhetorical demands, making it difficult to master unless it is taught in an explicit and systematic way. This paper argues that a functional–semantic approach to language (Eggins 2004), based on Halliday's (1978) systemic functional linguistics (SFL) can be used to develop a shared language to explicitly teach and assess reflective writing in higher-education courses. The paper outlines key theories and scales of reflection, and then uses SFL to develop a social semiotic model for reflective writing. Examples of reflective writing are analysed to show how such a model can be used explicitly to improve the reflective writing skills of higher-education students.","downloadable_attachments":[{"id":50433249,"asset_id":3155436,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3605892,"first_name":"Miliane","last_name":"Moreira Cardoso Vieira","domain_name":"independent","page_name":"MilianeMoreiraCardosoVieira","display_name":"Miliane Moreira Cardoso Vieira","profile_url":"https://independent.academia.edu/MilianeMoreiraCardosoVieira?f_ri=10611","photo":"https://0.academia-photos.com/3605892/1258749/20013564/s65_miliane.moreira_cardoso_vieira.jpg"}],"research_interests":[{"id":10611,"name":"Systemic Functional Linguistics","url":"https://www.academia.edu/Documents/in/Systemic_Functional_Linguistics?f_ri=10611","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64357845" data-work_id="64357845" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64357845/Women_in_business_media_a_critical_discourse_analysis_of_representations_of_women_in_Forbes_Fortune_and_Bloomberg_Businessweek_2015_2017">Women in business media: a critical discourse analysis of representations of women in Forbes, Fortune and Bloomberg Businessweek, 2015-2017</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite their growing presence within the business sector, women have long been under- and misrepresented in business media, with negative consequences for their entrepreneurial and other work aspirations. Research into the frequency with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64357845" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite their growing presence within the business sector, women have long been under- and misrepresented in business media, with negative consequences for their entrepreneurial and other work aspirations. Research into the frequency with which women are featured and cited in business media, as well as the dominant discourses in terms of which they are represented, has repeatedly found patriarchal biases that undermine women’s position in the world of business. However, most of these studies are now outdated and many focus only on female entrepreneurs, are non-representative small-scale case studies, or do not subject business media coverage of women to fine-grained linguistic analysis. In this paper, therefore, we document how women (in general) are represented in three top-selling American business magazines (Bloomberg BusinessWeek, Forbes, Fortune) between 2015 and 2017. First, we compare the frequency with which men and women are mentioned across all articles published in this t...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64357845" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="18be583f7943c49867efbbfd6a60b801" rel="nofollow" data-download="{"attachment_id":76430308,"asset_id":64357845,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76430308/download_file?st=MTc0MDYzMDYxMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="115752853" href="https://independent.academia.edu/katepower7">kate power</a><script data-card-contents-for-user="115752853" type="text/json">{"id":115752853,"first_name":"kate","last_name":"power","domain_name":"independent","page_name":"katepower7","display_name":"kate power","profile_url":"https://independent.academia.edu/katepower7?f_ri=10611","photo":"https://0.academia-photos.com/115752853/28055449/26292539/s65_kate.power.jpg"}</script></span></span></li><li class="js-paper-rank-work_64357845 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64357845"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64357845, container: ".js-paper-rank-work_64357845", }); 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Research into the frequency with which women are featured and cited in business media, as well as the dominant discourses in terms of which they are represented, has repeatedly found patriarchal biases that undermine women’s position in the world of business. However, most of these studies are now outdated and many focus only on female entrepreneurs, are non-representative small-scale case studies, or do not subject business media coverage of women to fine-grained linguistic analysis. In this paper, therefore, we document how women (in general) are represented in three top-selling American business magazines (Bloomberg BusinessWeek, Forbes, Fortune) between 2015 and 2017. First, we compare the frequency with which men and women are mentioned across all articles published in this t...","downloadable_attachments":[{"id":76430308,"asset_id":64357845,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":115752853,"first_name":"kate","last_name":"power","domain_name":"independent","page_name":"katepower7","display_name":"kate power","profile_url":"https://independent.academia.edu/katepower7?f_ri=10611","photo":"https://0.academia-photos.com/115752853/28055449/26292539/s65_kate.power.jpg"}],"research_interests":[{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business?f_ri=10611","nofollow":true},{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=10611","nofollow":true},{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=10611","nofollow":true},{"id":928,"name":"Media 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href="https://www.academia.edu/429948/Utilizando_o_programa_WordSmith_Tools_na_pesquisa_sobre_Aprecia%C3%A7%C3%A3o_Uma_sugest%C3%A3o_metodol%C3%B3gica">Utilizando o programa WordSmith Tools na pesquisa sobre Apreciação: Uma sugestão metodológica</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Corpus-based studies make use of computers. However, when the analysis to be carried out is of a semantic nature, such tool is not always used. The article consists of a methodological proposal concerning the use of WordSmith Tools... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_429948" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Corpus-based studies make use of computers. However, when the analysis to be carried out is of a semantic nature, such tool is not always used. The article consists of a methodological proposal concerning the use of WordSmith Tools (Scott, 1999) in an investigation which relies on the Attitude system (Martin and Rose, 2003; White, 2000) to analyze its data. Some results are presented in order to exemplify this proposal. The methodology is evaluated and its possible advantages and drawbacks are highlighted. 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