Emergent disciplinarity: a comparative study of Theme in undergraduate essays in geography and history of science

Language and Literacy: Functional Approaches

Volumn , Issue , 2006, Pages 264-281

  Hewings, Ann ^a   North, Sarah ^a  

^a OPEN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

COMPARATIVES STUDIES; HISTORY OF SCIENCE;

EID: 84908619811     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (47)

1. Bazerman, C. (1988), Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison: University of Wisconsin Press.
2. Becher, T. (1989), ‘Historians on history’, Studies in Higher Education, 14, (3), 263-78.
3. Biber, D. (1988), Variation across Speech and Writing. Cambridge: Cambridge University Press.
4. Charles, M. (2003), ' ‘This mystery…': a corpus-based study of the use of nouns to construct stance in theses from two contrasting disciplines’, Journal of English for Academic Purposes, 2, (4), 313-27.
5. Coffin, C. (1997), ‘Constructing and giving value to the past: an investigation into secondary school history’, in F. Christie and J. R. Martin (eds), Genre and Institutions: Social Processes in the Workplace and School. London: Cassell, pp. 196-230.
6. Coffin, C. (2000), ‘Defending and challenging interpretations of the past: the role of argument in school history’, Revista Canada de Estudios Ingleses, 40, 135-53.
7. Drury, H. and Webb, C. (1991), ‘Literacy at tertiary level-making explicit the writing requirements of a new culture’, in F. Christie (ed.), Literacy in Social Processes: Papers from the Inaugural Australian Systemic Functional Linguistics Conference. Darwin: Centre for Studies of Language in Education, Northern Territory University, pp. 214-27.
8. Entwistle, N., and Tait, H. (1995), ‘Approaches to studying and perceptions of the learning environment across disciplines’, New Directions for Teaching and Learning, 64, 93-103.
9. Francis, G. (1989), ‘Thematic selection and distribution in written discourse’, Word, 40, (1-2), 201-23.
10. Fries, P. H. (1983), ‘On the status of Theme in English: arguments from discourse’, in J. Petöfiand E. Sözer (eds), Micro and Macro Connexity of Discourse. Hamburg: Buske, pp. 116-52.
11. Fries, P. H. (1994), ‘On Theme, Rheme and discourse goals’, in M. Coulthard (ed.), Advances in Written Text Analysis. London: Routledge, pp. 229-49.
12. Gee, J. (2001), ‘Learning in semiotic domains: a social and situated account’. Paper presented at the International Literacy Conference, University of Cape Town. Retrieved from www.ched.uct.ac.za/literacy/Papers/GeePa-per.html
13. Groom, N. (2005), ‘Pattern and meaning across genres and disciplines: An exploratory study’, Journal of English for Academic Purposes, 4, (3), 257-77.
14. Halliday, M. A. K. (1994), An Introduction to Functional Grammar (second edition). London: Arnold.
15. Halliday, M. A. K. and Martin, J. R. (1993), Writing Science: Literacy and Discursive Power. London: Falmer.
16. Hewings, A. (1999), Disciplinary Engagement in Undergraduate Writing: An Investigation of Clause-initial Elements in Geography Essays. Ph.D. thesis, University of Birmingham.
17. Hunston. S. (1989), Evaluation in Experimental Research Articles. Ph.D. thesis, University of Birmingham.
18. Hyland, K. (2000), Disciplinary Discourses: Social Interactions in Academic Writing. Harlow, Essex: Pearson.
19. Jones, C, Turner, J. and Street, B. (eds) (1999), Students Writing in Higher Education: Cultural and Epistemological Issues. Amsterdam: John Benjamins.
20. Kalantzis, M. and Cope, B. (1993), ‘Histories of pedagogy, cultures of schooling’, in B. Cope and M. Kalantzis (eds), The Power of Literacy. London: The Falmer Press, pp. 38-62.
21. Kolb, D. A. (1981), ‘Learning styles and disciplinary differences’, in A. W. Chickering (ed.), The Modern American College: Responding to the New Realities of Diverse Students and a Changing Society. San Francisco: Jossey-Bass, pp. 232-55.
22. Lea, M. R. and Street, B. V. (1998), ‘Student writing in higher education: an academic literacies approach’, Studies in Higher Education, 23, (2), 157-72.
23. Lühs, T. (1997), ‘New voices in academia? The regulative nature of academic writing conventions’, Language and Education, 11, (3), 182-99.
24. Lovejoy, K. B. (1998), ‘An analysis of sentential themes in academic writing: implications for teaching sentence style and revision’. Paper presented at the Conference on College Composition and Communication, Chicago.
25. MacDonald, S. P. (1994), Professional Academic Writing in the Humanities and Social Sciences. Carbondale and Edwardsville: Southern Illinois University Press.
26. Martin, J. R. (1992), English Text. Philadelphia/Amsterdam: John Benjamins.
27. Martin, J. R. (2002), ‘A universe of meaning-how many practices?', in A. M. Johns (ed.), Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum, pp. 269-78.
28. McCabe, A. M. (1999), Theme and Thematic Patterns in Spanish and English History Texts. Ph.D. thesis, Aston University.
29. Mauranen, A. (1993), ‘Theme and prospection in written discourse’, in M. Baker, G. Francis and E. Tognini-Bonelli (eds), Text and Technology. Philadelphia: John Benjamins, pp. 95-114.
30. Myers, G. (1990), Writing Biology: Texts in the Social Construction of Scientific Knowledge. Wisconsin: University of Wisconsin Press.
31. North, S. (2003), Emergent Disciplinarity in an Interdisciplinary Course: Theme Use in Undergraduate Essays in the History of Science. Ph.D. thesis, The Open University.
32. Paulsen, M. B. and Wells, C. T. (1998), ‘Domain differences in the epistemological beliefs of college students’, Research in Higher Education, 39, (4), 365-84.
33. Ravelli, L.J. (1995), ‘A dynamic perspective: implications for metafunctional interaction and an understanding of Theme’, in R. Hasan and P. H. Fries (eds), On Subject and Theme: A Discourse Functional Perspective. Amsterdam: John Benjamins, pp. 187-234.
34. Ravelli, L.J. (2004), ‘Signalling the organization of written texts: hyper-Themes in management and history essays’, in L.J. Ravelli and R. A. Ellis (eds), pp. 104-30.
35. Ravelli, L. J. and Ellis, R. A. (eds) (2004), Analysing Academic Writing: Contextualised Frameworks. London: Continuum.
36. Russell, D. and Yañez, A. (2002), ‘Big picture people rarely become historians’, in D. Russell and C. Bazerman (eds), Writing Selves/Writing Societies: Research from Activity Perspectives. Fort Collins, Colorado: The WAC Clearinghouse/Mind, Culture, and Activity, pp. 331-62.
37. Samraj, B. (1995), The Mature of Academic Writing in an Interdisciplinary Field. Ph.D. thesis, University of Michigan.
38. Samraj, B. (2004), ‘Discourse features of the student-produced academic research paper: variations across disciplinary courses’, Journal of English for Academic Purposes, 3, (1), 5-22.
39. Stockton, S. (1995), ‘Writing in history: narrating the subject of time’, Written Communication, 12, (1), 47-73.
40. Swales, J. M. (1990), Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
41. Swales, J. M., Ahmad, U. K., Chang, Y. Y., Chavez, D., Dressen, D. F. and Seymour, R. (1998), ‘Consider this: the role of imperatives in scholarly writing’, Applied Linguistics, 19, (1), 97-121.
42. Taylor, C. V. (1983), ‘Structure and Theme in printed school text’, Text, 3, (2), 197-228.
43. Veel, R. and Coffin, C. (1996), ‘Learning to think like an historian: the language of secondary school History’, in R. Hasan and G. Williams (eds), Literacy in Society. London: Addison Wesley Longman, pp. 191-231.
44. Walvoord, B. and McCarthy, L. (1990), Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines. Urbana, IL: National Council of Teachers of English.
45. Whittaker, R. (1995), ‘Themes, processes and the realization of meanings in academic articles’, in M. Ghadessy (ed.), Thematic Development in English Texts. London: Pinter, pp. 105-28.
46. Wignell, P., Martin, J. R. and Eggins, S. (1989), ‘The discourse of Geography: ordering and explaining the experiential world’, Linguistics and Education, 1, (4), 359-91.
47. Wineburg, S. (1991), ‘On the reading of historical texts: notes on the breach between school and academy’, American Educational Research Journal, 28, (3), 495-519.