| 1 |
Temporal processing and reading disability
|
|
|
|
In: Reading and Writing: An Interdisciplinary Journal (2015)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Temporal processing and reading disability
|
|
|
|
In: Reading and Writing: An Interdisciplinary Journal (2015)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Language teaching for the Asian century: Indonesian in Australian universities
|
|
Welsh, Alistair. - : Deakin University, Faculty of Arts and Education, School of Education, 2013
|
|
BASE
|
|
Show details
|
|
|
| 5 |
First-year law students’ construction of professional identity through writing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Social identities and law students' writing
|
|
Maclean, Rod. - : University of Tasmania, Faculty of Education, 2005
|
|
Abstract:
This paper argues that social identities, discursively speaking, consist of ‘positions’ that are individuated by distinctive linguistic features. These include distinctive patterns of representation indicated by clause structure and type, a set of priorities for attending to what is important indicated by thematic structure, and an orientation to the represented world and to self as indicated by modality, propositional attitudes and tense. A social identity comprises an array of these often contradictory ‘positions’ associated with a social or professional role. A person’s identity is constituted dynamically by the way they ‘reconcile’ the various positions that make up the social identity, and also, as Archer and Ivanic argue, by the way they reconcile a social with a personal or autobiographical identity. It is argued that this process of reconciliation gives clues about identity formation in the traces it leaves in grammatical texture. This paper uses a simulated letter of advice to a client written by a group of first year law students to explore the discursive construction of social or professional identity. This letter is poorly written and full of grammatical mistakes and infelicities. It is argued that the mistakes provide a linguistic trace of the students’ struggle to reconcile the conflicting roles and positions they occupy as authors of the letter. In particular the students’ problems result from a struggle to reconcile their multiple positions as: students writing for assessment by a tutor about a legal problem, as a simulated firm of solicitors advising to a client, and as potential litigators anticipating the future course of events in their simulated moot court appearance.
|
|
URL: http://hdl.handle.net/10536/DRO/DU:30026395
|
|
BASE
|
|
Hide details
|
|
|
|
|
