Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/64553

Title

The 'processes' of learning: on the uses of Halliday's transitivity in academic skills advising

Author(s)

Moore, Tim

Abstract

Of the different uses of discourse analysis, one of the more significant is the way it can be used to introduce students to the culture and literary practices of the disciplines. This article describes how one type of analysis - Halliday’s transitivity - has been used in an academic advising context to assist students struggling to write effectively in a range of discipline areas: history, visual art and sociology. Analysis of this kind, it is argued, has the potential not only to clarify to students the immediate requirements of the academic tasks they have to complete, but also to help them understand some of the broader epistemological issues that may be at stake.

Publication type

Book chapter

Source

Applied linguistics methods: a reader: systemic functional linguistics, critical discourse analysis and ethnography / Caroline Coffin, Theresa Lillis and Kieran O'Halloran (eds.)

Publication year

2010

FOR Code(s)

130103 Higher Education;  130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL);  200405 Language in Culture and Society (Sociolinguistics)

Keyword(s)

Academic skills;  Disciplinary discourses;  Discourse analysis;  Transitivity

Publisher

Routledge

ISBN

9780415545457, 0415545455

Publisher URL

http://www.routledgeeducation.com/books/Applied-Linguistics-Methods-A-Reader-isbn9780415545457

Copyright

Copyright © 2010 Compilation, original and editorial material, The Open University.

Additional information

This chapter is reprinted from the original article in Arts and Humanities in Higher Education, 6 (1), 50-73, available here: http://hdl.handle.net/1959.3/64475

Peer reviewed