J.R. Martin – författare

This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science.The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization) and the condensation of the technical and dispositional meanings as ‘synoptic eyefuls’ in discipline-specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the reconfiguration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by more than 100 images in colour in the e-book and black and white in the paper version and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science.This book will be of particular interest to scholars in multimodality, semiotics, literacy education and science education.

This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science.The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization) and the condensation of the technical and dispositional meanings as ‘synoptic eyefuls’ in discipline-specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the reconfiguration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by more than 100 images in colour in the e-book and black and white in the paper version and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science.This book will be of particular interest to scholars in multimodality, semiotics, literacy education and science education.

Reading Science looks at the distinctive language of science and technology and the role it plays in building up scientific understandings of the world. It brings together discourse analysis and critical theory for the first time in a single volume.This edited collection examines science discourse from a number of perspectives, drawing on new rhetoric, functional linguistics and critical theory. It explores this language in research and industrial contexts as well as in educational settings and in popular science writing and science fiction. The papers also include consideration of the role of images (tables and figures) in science writing and the importance of reading science discourse as multi-modal text.The internationally renowned contributors include M. A. K. Halliday, Charles Bazerman and Jay Lemke.

Reading Science looks at the distinctive language of science and technology and the role it plays in building up scientific understandings of the world. It brings together discourse analysis and critical theory for the first time in a single volume.This edited collection examines science discourse from a number of perspectives, drawing on new rhetoric, functional linguistics and critical theory. It explores this language in research and industrial contexts as well as in educational settings and in popular science writing and science fiction. The papers also include consideration of the role of images (tables and figures) in science writing and the importance of reading science discourse as multi-modal text.The internationally renowned contributors include M. A. K. Halliday, Charles Bazerman and Jay Lemke.

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.; It is aimed at teachers of undergraduates in science and literacy, linguists teaching in English for special and academic purposes and students in higher education with an interest in science and literacy.

This volume showcases previously unpublished research on theoretical, descriptive, and methodological innovations for understanding language patterns grounded in a Systemic Functional Linguistic perspective. Featuring contributions from an international range of scholars, the book demonstrates how advances in SFL have developed to reflect the breadth of variation in language and how descriptive methodologies for language have evolved in turn. Taken together, the volume offers a comprehensive account of Systemic Functional Language description, providing a foundation for practice and further research for students and scholars in descriptive linguistics, SFL, and theoretical linguistics.

Systemic Functional Linguistics (SFL) is a usage-based theory of language, founded on the assumption that language is shaped entirely by its various functions in the contexts in which it used. The first of its kind, this book advances SFL by applying it comparatively to English, Spanish and Chinese. By analysing English alongside two other, typologically very different major world languages, it shows how SFL can effectively address two central issues in linguistics - namely typology and universals. It concentrates in particular on argumentation, carefully explaining how descriptions of nominal group, verbal group and clause systems and structures are motivated, and draws on examples from key texts which display a full range of ideational, interpersonal and textual grammar resources. By working across three world languages from a text-based perspective, and demonstrating how grammar descriptions can be developed and improved, the book establishes the foundations for a groundbreaking functional approach to language typology.

Systemic Functional Linguistics (SFL) is a usage-based theory of language, founded on the assumption that language is shaped entirely by its various functions in the contexts in which it used. The first of its kind, this book advances SFL by applying it comparatively to English, Spanish and Chinese. By analysing English alongside two other, typologically very different major world languages, it shows how SFL can effectively address two central issues in linguistics - namely typology and universals. It concentrates in particular on argumentation, carefully explaining how descriptions of nominal group, verbal group and clause systems and structures are motivated, and draws on examples from key texts which display a full range of ideational, interpersonal and textual grammar resources. By working across three world languages from a text-based perspective, and demonstrating how grammar descriptions can be developed and improved, the book establishes the foundations for a groundbreaking functional approach to language typology.

This volume showcases previously unpublished research on theoretical, descriptive, and methodological innovations for understanding language patterns grounded in a Systemic Functional Linguistic perspective. Featuring contributions from an international range of scholars, the book demonstrates how advances in SFL have developed to reflect the breadth of variation in language and how descriptive methodologies for language have evolved in turn. Taken together, the volume offers a comprehensive account of Systemic Functional Language description, providing a foundation for practice and further research for students and scholars in descriptive linguistics, SFL, and theoretical linguistics.

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.; It is aimed at teachers of undergraduates in science and literacy, linguists teaching in English for special and academic purposes and students in higher education with an interest in science and literacy.

Every day we negotiate our social relations. This may involve small, seemingly inconsequential chats with friends, families, and colleagues that perform our relationships. Or they may involve large, communal events that bring us together or tear us apart. In all cases, we negotiate these social relations through the language, paralanguage, and related systems of meaning that we use. This book introduces a new model for analysing how people negotiate social relations through the framework of Systemic Functional Linguistics (SFL). It focuses on SFL's conception of social context and in particular on the interpersonal component of context known as tenor. Drawing on decades of SFL research, tenor is reworked as a resource for meaning – with the aim of describing in some detail how we go about building and maintaining sociality.The book begins by considering how language varies in relation to social context and the different perspectives we can take to explore this variation. It then introduces our model of tenor as a resource for negotiating social relations. The model comprises three main systems. Positioning considers how people put forward meanings, react to them, and position each other when we talk. Orienting looks at the nature of the meanings we negotiate, attending to the vast background of shared values that underpin our talk, help us build communities, and hold them together. Tuning deals with how we raise or lower the stakes of what is being said, how we broaden or narrow the scope of what it applies to, and how we vary the spirit in which the meanings are being put forward. Taken together, these systems provide us with resources for enacting social relations as we align and disalign with people and communities of various kinds. Examples focus in particular on a range of meanings associated with motherhood, including language and paralanguage (both gesture and emoji) in spoken, written, and social media texts.

Every day we negotiate our social relations. This may involve small, seemingly inconsequential chats with friends, families, and colleagues that perform our relationships. Or they may involve large, communal events that bring us together or tear us apart. In all cases, we negotiate these social relations through the language, paralanguage, and related systems of meaning that we use. This book introduces a new model for analysing how people negotiate social relations through the framework of Systemic Functional Linguistics (SFL). It focuses on SFL’s conception of social context and in particular on the interpersonal component of context known as tenor. Drawing on decades of SFL research, tenor is reworked as a resource for meaning – with the aim of describing in some detail how we go about building and maintaining sociality.The book begins by considering how language varies in relation to social context and the different perspectives we can take to explore this variation. It then introduces our model of tenor as a resource for negotiating social relations. The model comprises three main systems. Positioning considers how people put forward meanings, react to them, and position each other when we talk. Orienting looks at the nature of the meanings we negotiate, attending to the vast background of shared values that underpin our talk, help us build communities, and hold them together. Tuning deals with how we raise or lower the stakes of what is being said, how we broaden or narrow the scope of what it applies to, and how we vary the spirit in which the meanings are being put forward. Taken together, these systems provide us with resources for enacting social relations as we align and disalign with people and communities of various kinds. Examples focus in particular on a range of meanings associated with motherhood, including language and paralanguage (both gesture and emoji) in spoken, written, and social media texts.

This book analyses the Youth Justice Conferencing Program in New South Wales, Australia. Exploring this form of diversionary justice from the perspectives of functional linguistics and performance studies, the authors combine close textual analysis with ethnographic research methodologies.

This book analyses the Youth Justice Conferencing Program in New South Wales, Australia. Exploring this form of diversionary justice from the perspectives of functional linguistics and performance studies, the authors combine close textual analysis with ethnographic research methodologies.