Making An Emotional Connection With Your Audience

Zoom Call

Zoom Rage

 

Buyer Beware!

Teaching Science has been published.

Edited by Karl Maton, J. R. Martin and Y. J. Doran, this collection includes cutting-edge new ideas from SFL and LCT. That claim is made often about books, but it is true here. Papers in this collection are going to fundamentally shape SFL and LCT.

Chapters will advance the modelling of meaning-making in SFL into new areas and kickstart new forms of research into science discourse, including new ways of understanding field, ideational discourse semantics, and multimodal analysis.

Two chapters outline and illustrate concepts from the new LCT dimension of Autonomy to explain integrating mathematics into science and using animations in science teaching, and the method of constellation analysis is unleashed to show how relations among ideas in explanations can shape how they are taught.

And there’s a lot more!

Blogger Comments:

Scholars who are new to SFL Theory should be warned that the SFL papers in this new publication are written only by Jim Martin and his former students.

Evidence of Jim Martin's serious misunderstandings of SFL Theory is available here (English Text 1992), here (Working With Discourse 2007) and here (email list discussions).

A clear hint of the misunderstandings within the publication is provided by the title itself, which distinguishes knowledge from language. SFL Theory models knowledge as meaning, and language as the quintessential system-&-process of meaning.

The only way to get a solid grounding in Halliday's theory is to read Halliday (± Matthiessen).

Text Structure Of Spoken Narratives

Faking It

Disagreeing With "Experts"

Random Theorising

Rocket Science Explained

 

Right Enough

Leaving Zoom

The Dangers Of Zoom

English Made Simple

Sin Tax

 

A New Book To Cite Without Reading

The possession of a book becomes a substitute for reading it.

— Anthony Burgess

Genre Analyst Heaven

Management

English Made Simple

Before Zoom

 

Disclaimer

Phases

Teamwork

Attitude

Intellectual Integrity

What every strong intellect wants to be is a guardian of integrity.
 — Jacob Bronowski

Intellectual integrity is the discipline of striving to be thorough and honest to learn the truth or to reach the best decision possible in a given situation. A person with intellectual integrity has a driving desire to follow reasons and evidence courageously wherever they may lead. Individuals who strongly manifest intellectual integrity value objectivity, evidence-based decision making, and the courageous, fair-minded, and complete pursuit of the best possible knowledge in any given situation.

An Accident Waiting To Happen

Working From Home

How To Shorten A Zoom Meeting

Reasonable Doubt

Individual Honesty vs Group Solidarity

 

Affiliation

Origins Of The Reading to Learn (R2L) Program

Andres Ramirez Agudelo wrote to Sys-Func on 13 Nov 2020 at 01:26:

The Reading to Learn (R2L) Program starts in Australia in the late 1990s, with the purpose of addressing one of the central problems for education at the time (and why not mention at all times): unequal participation in learning activities in school during reading and writing practices, caused by various factors, among them, family origin and social class. Rose and Martin (2012) argue that educational inequality persisted because the dominant approach did not explicitly teach the skills needed for literacy.

Blogger Comments:

This is incorrect. The Reading to Learn (R2L) Program did not start in the late 1990s. In the late 1990s, David Rose's 'Reading To Learn' was still known as Brian Gray's 'Accelerated Literacy'. 

After completing his PhD thesis on an indigenous language in Sydney in 1998, David Rose was employed by Brian Gray to work on his 'Accelerated Literacy' program in Adelaide. It was only after David Rose finished working under Brian Gray, around 2001-2, that David Rose took credit for Brian Gray's ideas by renaming 'Accelerated Literacy' his 'Reading to Learn'.