Writing Science: Literacy And Discursive Power
This book is about the use of language in the science classroom. It discusses the evolution of scientific discourse for learning in secondary schools, and examines the form and function of language across a variety of levels including lexiogrammar, discourse semantics, register, genre and ideology. Special attention is paid to how this knowledge is imparted. It will be of particular interest to educators involved with linguistics and/or science curriculum and teachers of English for special and academic purposes.
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abstract analysis animals Australian Burgess Shale Cambrian Chapter classifying clause complex coelomates common sense complexity towards Cambrian connotative semiotics constructed construed context Darwin’s Darwin’s prediction defined diagram discourse of science ecosystem elaboration ethnomethodology evolved example existential clause experience experiential experiential world explanation expression field Figure folk taxonomy function genre geography Gould grammar grammatical metaphor Halliday human Hyper-New Hyper-Theme implication sequences interpretation kind knowledge language of science lexicogrammar linguistic literacy Macro-New Macro-Theme meaning meronymy metafunction metalanguages method of development monophyletic monophyly motif natural language nominal group nouns organization paragraph pattern perspective phenomena physical polyphyletic post-structuralism Precambrian realized refer Refraction relational clause relationship reports Rheme rise in complexity scientific discourse scientific English scientific language scientists semantic semiosis sentence social species structure taxonomies technical terms text’s textbooks textual Theme theory things Tommotian verbs vernacular words written