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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/6001
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dc.contributor.authorMacken-Horarik, Maryen
dc.date.accessioned2010-05-26T13:02:00Z-
dc.date.issued2006-
dc.identifier.citationAustralian Journal of Language and Literacy, 29(1), p. 52-78en
dc.identifier.issn1839-4728en
dc.identifier.issn1038-1562en
dc.identifier.urihttps://hdl.handle.net/1959.11/6001-
dc.description.abstractThis paper interrogates the diverse literacy practices of current curriculum in school English from the point of view of linguistic analysis of students' texts. In particular, it explores the semantic features of responses to an open question about an unseen narrative. Systemic functional analysis revealed three orientations to meaning, or 'three readings, immanent in students' responses at different levels of achievement in Year 10 examinations: a 'tactical reading' (in lower ranges of achievement), a 'mimetic reading' (in mid-ranges of achievement) and a 'symbolic reading' (amongst high range of achievement). The paper explores the implications of these differently valorised readings for contradictions between the diverse literacy practices of current curriculum and the hierarchies at work in formal assessment of such practices.en
dc.languageenen
dc.publisherAustralian Literacy Educators' Association (ALEA)en
dc.relation.ispartofAustralian Journal of Language and Literacyen
dc.titleHierarchies in Diversities: What students' examined responses tell us about literacy practices in contemporary school Englishen
dc.typeJournal Articleen
dc.subject.keywordsEducation Assessment and Evaluationen
dc.subject.keywordsEnglish and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.contributor.firstnameMaryen
local.subject.for2008130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.subject.for2008130303 Education Assessment and Evaluationen
local.subject.seo2008930301 Assessment and Evaluation of Curriculumen
local.subject.seo2008930203 Teaching and Instruction Technologiesen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailmmackenh@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20100423-135216en
local.publisher.placeAustraliaen
local.format.startpage52en
local.format.endpage78en
local.peerreviewedYesen
local.identifier.volume29en
local.identifier.issue1en
local.title.subtitleWhat students' examined responses tell us about literacy practices in contemporary school Englishen
local.contributor.lastnameMacken-Horariken
dc.identifier.staffune-id:mmackenhen
local.profile.roleeditoren
local.identifier.unepublicationidune:6149en
dc.identifier.academiclevelAcademicen
local.title.maintitleHierarchies in Diversitiesen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://www.alea.edu.au/site-content/publications/documents/ajll/ajll0206.htmen
local.relation.urlhttp://search.informit.com.au/documentSummary;dn=063556472174885;res=IELHSSen
local.search.authorMacken-Horarik, Maryen
local.uneassociationUnknownen
local.year.published2006en
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