Reconstruing ‘personal time’ as ‘collective time’: learning the discourse of history

Language and Literacy: Functional Approaches

Volumn , Issue , 2006, Pages 207-230

  Coffin, Caroline ^a  

^a OPEN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873571250     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (21)

1. Adam, B. (1995), Timewatch: The Social Analysis of Time. Cambridge, UK: Polity Press.
2. Carr, D. (1986), Time, Narrative, and History. Bloomington, USA: Indiana University Press.
3. Carretero, M., Asensio, M. and Pozo, J. (1991), ‘Cognitive development, historical time representation and causal explanations in adolescence’, in M. Carretero, M. Pope, R.J. Simons and J. I. Pozo (eds), Learning and Instruction: European Research in an International Context, Vol. 3. Oxford, UK: Pergamon Press, pp. 27-48.
4. Coffin, C. (1997), ‘Constructing and giving value to the past’, in F. Christie and J. R. Martin (eds), Genres and Institutions: Social Processes in the Workplace and School. London: Pinter, pp. 196-230.
5. Coffin, C. (2002), The voices of history: theorising the interpersonal semantics of historical discourses’, Text, 22, (4), 503-28.
6. Coffin, C. (2003), ‘Reconstruing the past: settlement or invasion?', in J. R. Martin and R. Wodak (eds), Re/reading the Past: Critical and Functional Perspectives on Time and Value. Amsterdam: Benjamins, pp. 219-46.
7. Coffin, C. (2004), ‘Learning to write history: the role of causality’, Written Communication, 21, (3), 261-89.
8. Coffin, C. (2006a), ‘Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum’, The Journal of Curriculum Studies.
9. Coffin, C. (2006b), Historical Discourse: The Language of Time, Cause and Evaluation. London: Continuum.
10. Eggins, S., Wignell, P. and Mardn, J. R. (1993), ‘The discourse of history: distancing the recoverable past’, in M. Ghadessy (ed.), Register Analysis. London: Pinter, pp. 75-109.
11. Fernandez-Armesto, F. (1999), ‘Time and history’, in K. Lippincott (ed.), The Story of Time. London: Merrell Holberton, pp. 246-9.
12. Halliday, M. A. K. (1994), An Introduction to Functional Grammar (second edition). London: Edward Arnold.
13. Lee, P. and Ashby, R. (2000), ‘Progression in historical understanding among students ages 7-14', in P. N. Stearns, P. Seixas and S. Wineberg (eds), Knowing, Teaching and Learning History. New York: New York University Press, pp. 199-222.
14. Lomas, T. (1993), Teaching and Assessing Historical Understanding. London: Historical Association.
15. Martin, J. R. (1992), English Text: System and Structure. Amsterdam: Benjamins.
16. Ricoeur, P. (1988), Time and Narrative, Vol. 3. London: The University of Chicago Press.
17. Stanford, M. (1994), A Companion to the Study of History. Oxford, UK: Blackwell.
18. Stow, W. and Haydn, T. (2000), ‘Issues in the teaching of chronology’, in J. Arthur and R. Phillips (eds), Issues in History Teaching. London: Routledge, pp. 83-97.
19. Van Sledright, B. (2000), ‘Concept-and strategic-knowledge development in historical study: A comparative exploration in two fourth-grade classrooms’, Cognition and Instruction, 18, (2), 239-83.
20. Wineburg, S. S. (1991), ‘On the Reading of Historical Texts: Notes on the Breach between School and Academy’, American Educational Research Journal, 28, (3), 495-519.
21. Wood, S. (1995), ‘Developing an understanding of time-sequencing issues’, Teaching History, 79, (April), 11-14.