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Localities in critical literacy practice: a critical review of the frameworks
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East-Asian philosophical concepts as analytical framework for interpreting non-western images in children's picturebooks
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Writing persuasive texts: using grammatical metaphors for rhetorical purposes in an educational context
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Abstract:
Martin (1989) described persuasive language as the language of power. When a person can use persuasive language effectively in speech and writing, it increases their ability to participate and access power in democratic societies. Persuasive writing is one of three key text types in the Australian Curriculum: English, and language features of persuasive text types are taught across the curriculum. Australian students ability to write persuasive texts has been assessed in seven of the past nine years of National Assessment Program Literacy and Numeracy (NAPLAN) testing. One of the language features that is considered important in persuasive writing is grammatical metaphor. This paper employs concepts from systemic functional linguistics (SFL) to examine how ideational grammatical metaphor was used in the 32 highest scoring persuasive texts written by Tasmanian primary and secondary school students for the 2011 NAPLAN test. The results show that high achieving students demonstrated an ability to use ideational metaphor in their persuasive writing from the middle primary school years. This paper aims to provide guidance for Australian primary and secondary school educators by showing how and in what ways high achieving students use grammatical metaphor for persuasive purposes in NAPLAN responses across the tested year levels.
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Keyword:
Curriculum and pedagogy; Education; English and literacy curriculum and pedagogy (excl. LOTE; ESL and TESOL)
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URL: https://doi.org/10.1080/07268602.2020.1732867 http://ecite.utas.edu.au/137608
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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In: Gregory, B, Gregory, S, Wood, D, Masters, Y, Hillier, M, Stokes-Thompson, F, Bogdanovych, A, Butler, D, Hay, L, Jegathesan, JJ, Flintoff, K, Schutt, S, Linegar, D, Alderton, R, Cram, A, Stupans, I, McKeown Orwin, L, Meredith, G, McCormick, D, Collins, F, Grenfell, J, Zagami, J, Ellis, A, Jacka, L, Campbell, J, Larson, I, Fluck, A, Thomas, A, Farley, H, Muldoon, N, Abbas, A, Sinnappan, S, Neville, K, Burnett, I, Aitken, A, Simoff, S, Scutter, S, Wang, X, Souter, K, Ellis, D, Salomon, M, Wadley, G, Jacobson, M, Newstead, A, Hayes, G, Grant, S & Yusupova, A 2011, 'How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?', in G Williams, P Statham, N Brown & B Cleland (eds.), Ascilite 2011: changing demands, changing directions: proceedings, 4-7 December, Hobart, Tas.,http://www.ascilite.org/conferences/hobart11/proceedings.php (2011)
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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In: Changing demands, changing directions, the 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011), Hobart, Tasmania, Australia, 04-07 December 2011 / G. Williams, P. Statham, N. Brown and B. Cleland (eds.), pp. 475-490 (2011)
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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In: Southern Cross Business School (2011)
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
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How are Australian Higher Education Institutions Contributing to Change Through Innovative Teaching and Learning in Virtual Worlds?
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Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
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In: Gregory, S, Lee, M, Ellis, A, Gregory, B, Wood, D, Hllier, M, Campbell, M, Grenfell, J, Pace, S, Farley, H, Thomas, A, Cram, A, Sinnappan, S, Smith, K, Hay, L, Kennedy-Clark, S, Warren, I, Grant, S, Craven, D, Dreher, H, Matthews, C, Murdoch, D & McKeown, L 2010, 'Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds' in C Steel, M Keppell, P Gerbic & S Housego (eds.) ASCILITE 2010 Proceedings: Curriculum, Technology & Transformation for an Unknown Future, 2010, Sydney, pp. 399-415, http://www.ascilite.org.au/conferences/sydney10/procs/Gregory-full.pdf (viewed 18/4/2011) (2010)
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Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
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Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
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Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
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In: Curriculum, technology and transformation for an unknown future, the 17th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2010), Sydney, New South Wales, Australia, 05-08 December 2010, pp. 399-415 (2010)
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Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
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In: Southern Cross Business School (2010)
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Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds
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