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Over the past years, the core concept of "language as choice" has gathered renewed importance in the analysis of scientific discourse from a systemic functional perspective. With this increase in interest has also come a rise in the need for qualitative work that illustrates in detail what kind of discourse options have been made in successful texts. Academic literature has also increasingly focused on different genres in different areas of science. The purpose of this book is to provide answers to questions such as what criteria are used by scientists when evaluating texts form their own research field, and how these criteria can be related to linguistic features such as Theme-Rheme structures. The book also inquires on what aspects of language novice researchers should be aware of in their own writing, and how can awareness of these language aspects be raised. It considers different writing "models" that are not to be taken as immutable blueprints, but as illustrations of how results can be presented, and as a basis upon which more personal ways of writing can be explored.
In recent years, research in cognitive linguistics has expanded its interests to cover a variety of texts – spoken, written, or multimodal. Analytical tools such as conceptual metaphor, frame semantics, mental spaces and grammatical constructions have been productively applied in various discourse contexts. In this volume, originally published as a special issue of English Text Construction 3:2 (2010), the contributors, a mix of established and emerging authors in the field, analyse broadcast and print journalism, argumentative scientific discourse, radio lectures on music, and the main literary genres (the poetry of Szymborska and bpNichol, the drama of Shakespeare, the modernist prose of Virginia Woolf and recent fiction by John Banville). Collectively the findings suggest a need to broaden and refine the cognitive linguistic repertoire, while also uncovering new ways to interpret textual data. The book will appeal to researchers and graduate students with interests in cognitive poetics and linguistics, stylistics, pragmatics and construction grammar.
The rhetorical practices involved with the dissemination of scientific discourse are shifting. Addressing these changes, this book places the discourse of science in an increasingly multilingual and multicultural academic area. It contests monolingual assumptions informing scientific discourse, calling attention to emerging glocal discourses that make hybrids of the standard globalized and local academic English norms.English clearly has a hegemonic role as the lingua franca of global academia; this book conducts an intercultural rhetorical and textographic analysis to compare how Anglophone and non-Anglophone academics utilise the standardized rhetorical conventions for scientific writing. It takes an academic literacies approach, providing a rhetorically and pedagogically informed discussion. It enquires into the process of linguistic and rhetorical acculturation of both monolingual and multilingual scholars, and in doing so redefines the contemporary rhetoric of science.
This book describes the discourse of biology from a systemic functional linguistic perspective. It offers a detailed description of resources based on text analysis. The description reveals co-textual patterns of language features, their expressions through grammatical resources, as well as their functions in the disciplinary context. The book also applies the description to analyse student texts in undergraduate biology, revealing characteristics of language and knowledge development. Although the discussion in this book focuses on the discourse of biology, both the language description and the descriptive principle can be used to inform the examination of knowledge in academic discourse in general, making this key reading for students and researchers in systemic functional linguistics, discourse analysis, English for academic purposes, applied linguistics, and science education.
This book, based on revised papers originally delivered at the VII International Systemic Functional Workshop in Valencia in 1995, explores some of the choices open to speakers and writers for the expression of meaning in different socio-cultural contexts. Many of the papers draw their inspiration from models of language developed by Michael Halliday and in particular recent theories of variation in relation to texts and genres explored by Halliday and his followers. There is an emphasis on the interdependence and interaction of linguistic choices across sentence boundaries and speaking turns, and also a consistent focus across many papers on the importance of lexicogrammar in the construction of texts. Several papers examine the differences between native-speaker and non-native-speaker choices in speech and writing. The volume also contributes to our understanding of differences and similarities between spoken and written varieties of English and of the central significance of interpersonal functions in the communication of messages. By drawing on naturally-occurring data collected on a range of genres as diverse as philosophy articles, scientific research papers, emergency telephone calls, and casual conversation, contributors both refine descriptions of the relations between text and context and offer numerous new insights and analyses.
This volume examines the role of English in academic and research settings in Europe and provides recommendations on the challenges posed by the dominance of English over national languages as languages of science and research dissemination; the need for language support for academics that need to disseminate their research in English; and the effect of past and present language policies.
This volume presents eight papers and a draft monograph by T. Price Caldwell on topics in linguistics, semiotics and philosophy of language. From the beginning of his professional career onwards, Caldwell wrote short fiction and poetry, and he taught English literature. The relevance to these of philosophy of language, semiotics and certain areas of linguistics increasingly caught his interest. This book presents the fruits of this later work. Of the papers included here, two are abstract and theoretical, focusing on linguistic methodology and Caldwell’s overarching views on the nature of meaning-in-context. His position here, which he called Molecular Sememics, echoes early Structuralism and Functionalism, but addresses shortfalls in each. Two other papers apply the method and theory to topics within semantics and pragmatics, including especially the structuring of discourse. The remaining four papers connect Caldwell’s theoretical insights to his life-long interests in fiction and pedagogy. The monograph – which Caldwell was left unfinished due to illness – aims to present as a single intellectual package the theory and the applications.
Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels.
The fifth volume of the collected works of Professor M.A.K. Halliday, The Language of Science explores the semantic character of scientific discourse. The chapters are organized into two sections, one being on grammatical metaphor; the other dealing with scientific English. In language, there exists the potential for constructing new discourses, among them scientific discourse. The volume opens with a new work from Professor Halliday addressing the question, How big is a language? It is a question that goes to the heart of the paradigmatic complexity, or meaning potential, that characterizes language
Describes changing language & rhetoric of English-speaking scientists across the 17th-20th centuries. Of interest to scholars of rhetoric, composition, communication, & applied linguistics, as well as historians, sociolinguists, and education researchers