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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, for example, at the early primary, late primary or secondary stage. 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. It will be of interest to anyone involved in the writing performance of children in schools, particularly applied and educational linguists.
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Informazioni sull'autore
Frances Christie is Emeritus Professor of Language and Literacy Education at the University of Melbourne, Australiaand Honorary Professor at the University of Sydney, Australia.
Beverly Derewianka is Professor of Language Education in the Faculty of Education, University of Wollongong, Australia.
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School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12)
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Hardcover. Condizione: new. Hardcover. 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, for example, at the early primary, late primary or secondary stage. 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. It will be of interest to anyone involved in the writing performance of children in schools, particularly applied and educational linguists. Writing development has been a key area of research in applied linguistics. Using a systemic functional grammar, this book outlines 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. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Codice articolo 9780826499929
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SCHOOL DISCOURSE
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Gebunden. Condizione: New. Writing development has been a key area of research in applied linguistics. Using a systemic functional grammar, this book outlines developmental changes in writing in three major areas of the school curriculum - English, history, and science - as children . Codice articolo 595082793
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Hardcover. Condizione: new. Hardcover. 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, for example, at the early primary, late primary or secondary stage. 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. It will be of interest to anyone involved in the writing performance of children in schools, particularly applied and educational linguists. Writing development has been a key area of research in applied linguistics. Using a systemic functional grammar, this book outlines 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9780826499929
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School Discourse | Learning to Write Across the Years of Schooling
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Buch. Condizione: Neu. School Discourse | Learning to Write Across the Years of Schooling | Frances Christie (u. a.) | Buch | Gebunden | Englisch | 2009 | Continnuum-3PL | EAN 9780826499929 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand. Codice articolo 132424719
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Hardcover. Condizione: Brand New. 1st edition. 280 pages. 9.25x6.25x0.75 inches. In Stock. Codice articolo x-0826499929
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