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Practitioner Agency and Identity in English for Academic Purposes

This volume provides insights into EAP practitioners identity and agency in varied contexts and field positions. Each chapter delves into a theoretical perspec… ....

United Kingdom , Hong Kong , South Africa , Legitimation Code Theory , Symbolic Interactionism , Global South ,

Practitioner Agency and Identity in English for Academic Purposes

Practitioner Agency and Identity in English for Academic Purposes
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United Kingdom , South Africa , Hong Kong , Legitimation Code Theory , Symbolic Interactionism , Global South ,

2024-01 - Connecting a community through concepts

2024-01 - Connecting a community through concepts
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Karl Maton , Lee Rusznyak , International Legitimation Code Theory Conference , National Research Foundation , Wits University , School Of Education At Wits , Wits School Of Education , Fifth International Legitimation Code Theory , Legitimation Code Theory , Wits School , Professor Lee Rusznyak , Fifth International , Visiting Professor , Wits Bachelor , Teacher Education ,

Think About the Awesome Roman Empire Every Day? Excellent. Here's What Else To Do

Think About the Awesome Roman Empire Every Day? Excellent. Here's What Else To Do
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New South Wales , Wilfred Owen , Erika Matruglio , Lucy Macnaught , Karl Maton , School Of Education , University Of Wollongong , Design Based Research , Terms Of Service , University Of Sydney , Research School , Index Of Community Advantage , Ancient History , Community Socio Educational Advantage , Good Men Project , Student Two , Legitimation Code Theory , Professor Karl Maton , Modern History , World War One , Academic Engagement , Graduate Research School , Systemic Functional Linguistics , Creative Commons , Premium Member , Premium Members ,

"Using historical evidence: The semantic profiles of Ancient History in" by Lucy Macnaught, Erika Matruglio et al.

This paper presents findings from the Australian Research Council funded 'Disciplinary, Knowledge and Schooling' project (DISKS) which investigates knowledge-building practices in Australian secondary schools and gave rise to the ground-breaking notions of 'semantic waves' (Maton, 2013) and 'power pedagogy' (Martin, 2013). In this paper, we investigate student writing in senior secondary school Ancient History. We focus on how students use evidence in their responses to different types of exam questions. Our research question focuses on the extent to which key features of responses to short answer questions appear in extended responses and vice versa. This focus arose through findings that teachers in our study tended to view short answer questions as a 'mini' version of extended responses and prepared students accordingly. The similarities and differences are important to identify as extended responses make a significant contribution to the over ....

Doran Maton , Australian Research Council , Legitimation Code Theory , Academic Writing , Ancient History , Rgument Genres , Ontext Dependence , Xam Responses , Legitimation Code Theory , Emantic Gravity ,