Publications
Frances Christie, Classroom . , 2002. Pp. 206. Hb $115.00.Reviewed
Linguistics Department
University of California
Davis, CA 95616
Butt D, Fahey, R, Feez S, Spinks S and C Yallop (2000) Using functional grammar: an explorer’s guide. Sydney: NCELTR: Macquarie UNiversity (revised edition)
Christie F (2002) Classroom Discourse Analysis: A Functional Perspective. London: Continuum. Review by Mary J. Schleppegrell, Linguistics Department, University of California
Christie F (ed.) (1999) Pedagogy and the shaping of consciousness: linguistic and social processes. London: Cassell Academic
Christie F and JR Martin (eds) (1997) Genre and institutions: social processes in the workplace and school. London: Cassell
Christie F and R Misson (eds) (1998) Literacy and schooling. London: Routledge
Cloran C, Butt D and G Williams (1997) Ways of saying, ways of meaning: selected papers of Ruqaiya Hasan. London: Cassell Academic
Droga, L & Humphrey, S (2002) Getting Started with Functional Grammar. Berry: Target Texts
Eggins S and D Slade (1997) Analysing casual conversation. London: Cassell Academic
Feez S (1998) Text-based syllabus design. Sydney: NCELTR, Macquarie University
Hasan R and G Williams (eds) (1996) Literacy in society. London: Longman
Huisman R (1998) The written poem: semiotic conventions from Old to Modern English. London: Cassell Academic
Martin JR, Matthiessen C and C Painter (1997) Working with functional grammar. London: Arnold
Martin JR and R Veel (eds) (1998) Reading science: critical and functional perspectives on discourses of science. London: Routledge
Painter C (1998) Learning through language in early childhood. London: Cassell Academic
Unsworth L (ed.) (2000) Researching language in schools and communities: functional linguistic perpectives. London: Cassell
Using functional grammar: an explorer’s guide
Butt D, Fahey, R, Feez S, Spinks S and C Yallop (2000) (revised edition)
Sydney: National Centre for English Language Teaching and Research (NCELTR): Macquarie University
Ideas and philosophy underpinning this book
Towards a functional grammar
How speakers represent the world: exploring experiential meanings
How speakers interact with language: exploring interpersonal meanings
How speakers take a position: exploring interpersonal meanings further
How speakers organise their message: exploring textualmeanings
Patterns of clause combination
Exploring context
Exploring text
Functional grammar and language education
Further explorations
Appendices
Pedagogy and the shaping of consciousness: linguistic and social processes
Christie F (ed.) (1999) London: Cassell Academic
This volume seeks to renew the dialogue between Basil Bernstein’s sociology and systemic functional linguistic theory. It addresses questions to do with the pedagogic device and pedagogic discourse, notions of classification and framing, and coding orientations, among other things. The discussions demonstrate the role and significance of pedagogy shaping consciousness. They also reveal the continuing relevance of both theories to each other.
Society, language and the mind: the meta-dialogism of Basil Bernstein’s theory
Ruqaiya Hasan
Context for learning
Carmel Cloran
Preparing for school: developing a semantic style for educational knowledge
Clare Painter
The pedagogic device and the production of pedagogic discourse: a case example in early literacy education
Geoff Williams
Mentoring semiogenesis: ‘genre-based’ literacy pedagogy
J.R.Martin
The pedagogic device and the teaching of English
Frances Christie
Language, knowledge and authority in school mathematics
Robert Veel
Culture, competence and schooling: approaches to literacy teaching in indigenous school education
David Rose
Official knowledge and pedagogic identities
Basil Bernstein
Pedagogic identities and educational reform in the 1990s: the cultural dynamics of national curricula
William Tyler
Genre and institutions: social processes in the workplace and school
Christie F and JR Martin (eds) (1997) London: Cassell
This book’s particular claim to originality is that, using the systemic functional grammar, it demonstrates how given genres build or enact social practice, how educational settings provide contexts in which some apprenticeship into such genres occurs, and how theorising about such matters helps build a theory of social action, revealing how powerful the systemic functional analysis is in addressing questions concerning the social construction of reality.
Analysis genre: functional parameters
JR Martin
Science, technology and technical literacies
David Rose
The language of administration: organizing human activity in formal institutions
Rick Iedema
Death, disruption and the moral order: the narrative impulse in mass-media ‘hard news’ reporting
Peter White
Curriculum macrogenres as forms of initiation into a culture
Frances Christie
Learning how to mean - scientifically speaking: apprenticeship into scientific discourse in the secondary school
Robert Veel
Constructing and giving value to the past: an investigation into secondary school history
Caroline Coffin
Entertaining and instructing: exploring experience through story
Joan Rothery and Maree Stenglin
Literacy and schooling
Christie F and R Misson (eds) (1998) London: Routledge
Framing the issues in literacy education
Frances Christie and Ray Misson
Children entering literate worlds: perspectives from the study of textual practice
Geoff Williams
Learning the literacies of primary and secondary schooling
Frances Christie
Exploring the requirements of critical school literacy: a view from two classrooms
Mary Macken-Horarik
Telling tales out of school
Ray Misson
Old letteracy or new literacy: reading and writing the wor(l)d online
Wendy Morgan
New times! Old ways?
Colin Lankshear and Michele Knobel
Ways of saying, ways of meaning: selected papers of Ruqaiya Hasan
Cloran C, Butt D and G Williams (1997) London: Cassell Academic
Until now there has been no single collection of Ruqaiya Hasan’s writings. This book fills the gap. Papers have been selected with a practical eye to the needs of students of linguistics, both in explaining core concerns within the systemic functional model of language, and in equipping them with tools for linguistic analysis.
Part One: Text and context
What kind of resource is language?
What’s going on: a dynamic view of context in language
The nursery tale as a genre
Part Two: Tools
The grammarian’s dream: lexis as most delicate grammar
Semantic networks: a tool for the analysis of meaning
Part Three: Language and society
The ontogenesis of ideology: an interpretation of mother-child talk
Speech genre, semiotic mediation and the development of higher mental functions
Ways of saying: ways of meaning
Analysing casual conversation
Eggins S and D Slade (1997) London: Cassell Academic
The book develops a systematic model for the analysis and description of casual conversation in English. … It begins by distinguishing varieties of everyday talk and reviewing relevant approaches to conversation/discourse analysis. Subsequent chapters detail the analytical techniques, including descriptions of some of the common conversational genres such as storytelling and gossip.
Introduction: collecting and transcribing casual conversation
Making meanings in everyday talk
Relevant approaches to analysing casual conversation
The grammar of casual conversation: enacting role relations
The semantics of casual conversation: encoding attitude and humour in casual conversation
The discourse structure of casual conversation: negotiating support and confrontation
Genre in casual conversation: telling stories
Gossip: establishing and maintaining group membership
Conclusion
Text-based syllabus design
Feez S (1998) Sydney: NCELTR, Macquarie University
This handbook is a practical guide for teachers and would be useful for language teachers working within any outcomes-based curriculum. The book explores the implementation of an outcomes-based curriculum in language classrooms.
Text-based syllabus design
Implementing a text-based syllabus
Analysing student need and monitoring progress
Designing a course
Planning units of work and lessons
Literacy in society
Hasan R and G Williams (eds) (1996) London: Longman
… The contributions range from the theoretical to the practical and from everyday development of language at home to the workplace. Featured here are papers which interpret literacy demands on students across the secondary curriculum, by authors who are working in and around Martin’s ‘genre-based’ movement, as well as those which present alternative perspectives. … The unifying theme throughout this volume is placed on the relevance of language in understanding literacy education as a significant social practice.
Politics and knowledge about language: The LINC project
Ronald Carter
On learning to look through a geographer’s eyes
Theo van Leeuwen and Sally Humphrey
The development of language as a resource for thinking: a linguistic view of learning
Clare Painter
Making changes: developing an educational linguistics
Joan Rothery
Evaluating disruption: symbolising theme in junior secondary narrative
JR Martin
Technology and/or weapon: the discipline of reading in the secondary English classroom
Anne Cranny-Francis
Learning to think like an historian: the language of secondary school History
Robert Veel and Caroline Coffin
Literacy and learning across the curriculum: towards a model of register for secondary school teachers
Mary Macken-Horarik
Plain English: from a perspective of language in society
Nicky Solomon
Genres of Power? Literacy education and the production of capital
Allan Luke
Literacy and linguistics: a functional perspective
MAK Halliday
Literacy, everyday talk and society
Ruqaiya Hasan
The written poem: semiotic conventions from Old to Modern English
Huisman R (1998) London: Cassell Academic
This book defines a focus of interest: contemporary poetry and its historical construction as a ’seen object’, and uses current literary and social theory to facilitate its study. Thus, the book contains matter of relevance to practising poets, to those engaged in literary studies and to those with a sociolinguistic interest in the English language, especially in relation to technical and social changes in language technology and literacy.
Part I
Contemporary poetry
Poetic discourse and genre
The seen poem and its semiosis
The semiotic of art and music
The semiotic of the body
The semiotic of the language
Part II
From Old English to contemporary poetry
The origin of the English line, 1100-1300
The transition to a literate subject, 1500-1800
The reading subject and the writing subject, 1800-1990
Epilogue: the postmodern subject and the new media poem
Working with functional grammar
Martin JR, Matthiessen C and C Painter (1997) London: Arnold
Working with functional grammar is a workbook designed to teach and practise a wide range of grammatical analyses provided by MAK Halliday in his An introduction to functional grammar.
The workbook contains summaries of Halliday’s main points, clarification of topics known to cause difficulties and a wider range of graded exercises designed to build students’ skills in grammatical analysis. As well as providing exercises to practise essential grammatical structures, there are also text-based exercises which encourage students to apply grammatical analysis.
Reading science: critical and functional perspectives on discourses of science
Martin JR and R Veel (eds) (1998) London: Routledge
Reading Science is a new collection which brings together the most recent work of leading scholars in linguistics, rhetoric, critical theory and education. It looks at the distinctive language of science and technology and the role it plays in building up scientific understanding of the world and explores this language in a range of contexts, from research and industry to education, popular science writing and science fiction.
Part I: Discourse on science
Discourses of science: recontextualisation, genesis, intertextuality and hegemony
JR Martin
Emerging perspectives on the many dimensions of scientific discourse
Charles Bazerman
Part II: Popularising science
Introduction
Cultivating science: negotiating discourse in the popular texts of Stephen Jay Gould
Gillian Fuller
The ’science’ of science fiction: a sociocultural analysis
Anne Cranny-Francis
Part III: Recontextualising science
Introduction
Multiplying meaning: visual and verbal semiotics in scientific text
Jay Lemke
The greening of school science: ecogenesis in secondary classrooms
Robert Veel
Science and apprenticeship: the pedagogic discourse
Frances Christie
Part IV: Discourses of science
Introduction
Things and relations: regrammaticising experience as technical knowledge
MAK Halliday
Science discourse and industrial hierarchy
David Rose
Extended reality, proto-nouns and the vernacular: distinguishing the technological from the scientific
PRR White
Technicality and abstraction in social science
Peter Wignell
Construing processes of consciousness: from the commonsense model to the uncommonsense model of cognitive science
CMIM Matthiessen
Learning through language in early childhood
Painter C (1998) London: Cassell Academic
… This book presents a rich naturalistic case study of one child’s use of language in the pre-school years from two and a half to five, drawing on systemic functional theory to argue that cognitive development is essentially a linguistic process and offering a new description and interpretation of linguistic and cognitive developments during this period.
The case study examines the child’s changing language in terms of its role in interpreting four key domains of experience: the world of things, the world of events, the world of semiosis (including the world of cognition) and the construal of cause and effect. It shows how new linguistic possibilities constitute developments in cognitive resources and prepare the child for later learning in school.
The ontogenesis of language and learning: a survey of approaches
Systemic functional linguistics: language as social semiotic
The construal of things: classification and identification
The construal of events
The construal of semiosis as process: cause-effect relations
Learning through language
Researching language in schools and communities: functional linguistic perpectives
Unsworth L (ed.) (2000) London: Cassell Academic
Researching Language in Schools and Communities is designed for those who intend to carry out and/or study research in children’s language development; teaching English as a second language; children’s literature; casual conversation; social class and language variation; classroom discourse; reading processes; teaching writing; literacy and curriculum area learning; critical literacies and related areas. The contributors are among the foremost researchers in these fields. In this book, they introduce approaches to help investigate such areas in applied language research using SFL. A key purpose of this text is to facilitate the further engagement of language researchers with SFL perspectives, encouraging more collaborative transdisciplinary work across different fields of study and theoretical approaches in projects of mutual concern.
The first two chapters outline the key aspects of SFL descriptions of the relationships between language and social context and the inter-related descriptions of text structures and grammatical systems. This provides sufficient background to enable those coming to SFL to make productive, critical use of the research reviewed, studies described and advice on project design provided in the following chapters. Nevertheless, the book is an introductory resource and particular attention has been paid throughout to the extensive provision of clear references to more elaborated accounts of the important issues discussed.
Developing socially responsible language research
Frances Christie and Len Unsworth
Getting started with functional analysis of texts
Louise Ravelli
Researching first language development in children
Clare Painter
Researching second and foreign language development
Gillian Perrett
Children’s literature, children and uses of language description
Geoffrey Williams
Researching everyday talk
Suzanne Eggins
Socio-semantic variation: different wordings, different meanings
Carmel Cloran
The language of classroom interaction and learning
Frances Christie
Exploring reading processes
Linda Gerot
Interpreting literature: the role of appraisal
Joan Rothery and Maree Stenglin
Investigating subject-specific literacies in school learning
Len Unsworth
Close reading: functional linguistics as a tool for critical discourse analysis
JR Martin