9781441131317-1441131310-School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12)

School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12)

ISBN-13: 9781441131317
ISBN-10: 1441131310
Edition: Reprint
Author: Frances Christie, Beverly Derewianka
Publication date: 2010
Publisher: Continuum
Format: Paperback 280 pages
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Book details

ISBN-13: 9781441131317
ISBN-10: 1441131310
Edition: Reprint
Author: Frances Christie, Beverly Derewianka
Publication date: 2010
Publisher: Continuum
Format: Paperback 280 pages

Summary

School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12) (ISBN-13: 9781441131317 and ISBN-10: 1441131310), written by authors Frances Christie, Beverly Derewianka, was published by Continuum in 2010. With an overall rating of 3.8 stars, it's a notable title among other Linguistics (Words, Language & Grammar , Semantics) books. You can easily purchase or rent School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12) (Paperback) from BooksRun, along with many other new and used Linguistics books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.3.

Description

Writing development has been a key area of research in applied linguistics for some time, but most work has focused on children's writing at particular ages. Christie and Derewianka draw on extensive research in both primary and secondary years to trace the developmental trajectory from age 5 or 6 through to 18. Using a systemic functional grammar, they outline developmental changes in writing in three major areas of the school curriculum - English, history, and science - as children move from early childhood to late childhood and on to adolescence and adulthood. The book considers the nature of the curriculum at various stages, discussing the interplay of curriculum goals, pedagogy and developmental changes as children grow older. It also explores how emergent control of the different subjects requires control of various subject specific literacies and considers the pedagogical implications of their findings. School Discourse will be of interest to anyone involved in the writing performance of children in schools, particularly applied and educational linguists.

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