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The Logogenesis of Writing to Learn: A Systemic Functional Perspective.
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In: Education Publications (2014)
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Abstract:
Writing to learn has become an important practice in science education. How is scientific knowledge constructed during writing? To investigate this question, we examined the process through which four university students constructed written explanations of either projectile motion or buoyancy. The analysis, informed by systemic functional linguistics, focused on the mapping of semantic elements to grammatical choices, and the way in which this mapping unfolded throughout the course of each text. The texts began largely congruently; grammar mapped closely to experience. Gradually, each text shifted toward greater use of grammatical metaphor. Nominalization allowed propositions and sequences of events to serve as participants in complex causal and epistemic relationships. Students’ texts showed several properties of professional scientific texts: transcategorization, compaction, and logicality; however, professional science texts instantiate these properties synoptically and systemically, whereas student texts exemplify them dynamically and instantially.
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Keyword:
Education; grammatical metaphor; Language and Literacy Education; Linguistics; logogenesis; nominalization; semantics; syntax; Writing to learn
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URL: https://ir.lib.uwo.ca/edupub/11 https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1014&context=edupub
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New challenges for literature study in primary school English: building teacher knowledge and know-how through systemic functional theory
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 1, 2014 (Ejemplar dedicado a: IX Congreso de ALSFAL (Asociación de Lingüística Sistémico Funcional de América Latina)), pags. 230-251 (2014)
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Re-configuring image-language relations and interpretive possibilities in picture books as animated movies: A site for developing multimodal literacy pedagogy
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Unsworth, Len. - : Universidade Federal de Santa Catarina * Programa de Pos-Graduacao em Letras-Ingles, 2013
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Digital natives? : new and old media and children’s language acquisition
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Digital natives? New and old media and children’s language acquisition
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