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1	A Model for Teaching Literary Analysis using Systemic Functional Grammar
	McCrocklin, Shannon; Slater, Tammy
	In: English Publications (2017)
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2	Syntactic Complexity of EFL Chinese Students’ Writing
	Wang, sue; Slater, Tammy
	In: English Publications (2016)
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3	Oral Academic Discourse Socialization of an ESL Chinese Student: Cohesive Device Use
	Wang, Sue; Slater, Tammy
	In: English Publications (2016)
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4	Connecting Criterion scores and Classroom Grading Contexts: A Systemic Functional Linguistic Model for Teaching and Assessing Causal Language
	Ma, Hong; Slater, Tammy
	In: English Publications (2016)
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5	Learning to use systemic functional grammar to teach literary analysis: Views on the effectiveness of a short professional development workshop
	Slater, Tammy; McCrocklin, Shannon
	In: English Publications (2016)
	Abstract: As students’ academic language ability grows, they are expected to move from summarizing or retelling works of literature to studying texts critically. With this comes the demand for more developed literacy skills or, as those working from a systemic functional linguistic perspective would argue, an increase in the students’ resources for making meaning in an ever-widening variety of contexts (Derewianka, 2001). English language arts (ELA) teachers in the United States today are challenged with the task of developing this literacy to meet Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010). Specific standards for literacy development include teaching students to understand how to uncover what is important in a text and to describe and argue the explicit evidence and inferences that support their opinions as well as to analyze the connection between an author’s word choice and the meaning of the text. Throughout the schooling years, teachers are required by the Common Core to move students from enjoying literature in the younger grades to studying literature from middle school onwards, and in doing so teachers must aim to develop students’ ability to argue and support ideas and opinions in literature classrooms as well as develop literacy skills across all areas of the curriculum. In other words, ELA teachers have the challenging task of helping students engage in literature while also developing literacy skills for use across the curriculum. This can be an especially ambitious task when their students are also learning the English language.
	Keyword: and Research; Educational Assessment; Evaluation; Language and Literacy Education
	URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1133&context=engl_pubs https://lib.dr.iastate.edu/engl_pubs/121
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6	Patterns of tasks, patterns of talk: L2 literacy building in university Spanish classes
	Gleason, Jesse; Slater, Tammy
	In: English Publications (2016)
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7	Using the Developmental Path of Cause to Bridge the Gap between AWE Scores and Writing Teachers’ Evaluations
	Ma, Hong; Slater, Tammy
	In: English Publications (2015)
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8	Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning
	Slater, Tammy; Butler, Joy I.
	In: English Publications (2015)
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9	Integrating Language and Content: The Knowledge Framework
	Slater, Tammy; Gleason, Jesse Soule
	In: English Conference Papers, Posters and Proceedings (2011)
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10	Cooperation Between Science Teachers and ESL Teachers: A Register Perspective
	Slater, Tammy; Mohan, Bernard
	In: English Publications (2010)
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