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https://hdl.handle.net/1959.11/10614
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DC Field | Value | Language |
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dc.contributor.author | Macken-Horarik, Mary | en |
dc.contributor.author | Morgan, Wendy | en |
dc.date.accessioned | 2012-06-29T12:49:00Z | - |
dc.date.issued | 2011 | - |
dc.identifier.citation | Linguistics and Education, 22(2), p. 133-149 | en |
dc.identifier.issn | 1873-1864 | en |
dc.identifier.issn | 0898-5898 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/10614 | - |
dc.description.abstract | This paper considers the development of voicing in the writing of secondary English students influenced by post-structuralist approaches to literature. It investigates students' growing capacity not only to voice their own responses to literature but also to relate these to a range of theoretical discourses. Drawing on systemic functional linguistics, we explore the development of voicing in students' writing in three key assessment tasks in a Queensland Literature Extension course. We argue that students' growing capacities to handle the demands of reflexiveness in this course are manifested in their expanding repertoire of choices related to control of stance, orientation to reading, type of address and orders of voicing. By the end of their course in literary theory, students are producing texts that integrate personal and impersonal forms of voicing, exploiting the potential of projection for embedding and for complex iterations of voice and stancing their proposals in authoritative and independent ways. Drawing on extracts from representative student work from this course, we characterize these developments in voicing as a movement towards greater polyphony (or multivoicedness). Our analysis of the expanded repertoire of choices for voicing in students' texts provides evidence of the power of a well-structured introduction to post-structuralism in senior school English. | en |
dc.language | en | en |
dc.publisher | Elsevier Ltd | en |
dc.relation.ispartof | Linguistics and Education | en |
dc.title | Towards a metalanguage adequate to linguistic achievement in post-structuralism and English: Reflections on voicing in the writing of secondary students | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1016/j.linged.2010.11.003 | en |
dc.subject.keywords | Secondary Education | en |
dc.subject.keywords | English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) | en |
local.contributor.firstname | Mary | en |
local.contributor.firstname | Wendy | en |
local.subject.for2008 | 130106 Secondary Education | en |
local.subject.for2008 | 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) | en |
local.subject.seo2008 | 939999 Education and Training not elsewhere classified | en |
local.profile.school | School of Education | en |
local.profile.email | mmackenh@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20120629-121021 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 133 | en |
local.format.endpage | 149 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 22 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | Reflections on voicing in the writing of secondary students | en |
local.contributor.lastname | Macken-Horarik | en |
local.contributor.lastname | Morgan | en |
dc.identifier.staff | une-id:mmackenh | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:10809 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Towards a metalanguage adequate to linguistic achievement in post-structuralism and English | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Macken-Horarik, Mary | en |
local.search.author | Morgan, Wendy | en |
local.uneassociation | Unknown | en |
local.year.published | 2011 | en |
Appears in Collections: | Journal Article School of Education |
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