Article published In:
Australian Review of Applied Linguistics
Vol. 23:1 (2000) ► pp.3152
Baker, C.
(1997) Literacy practices and classroom order. In S. Muspratt, A. Luke, and P. Freebody (eds), Constructing critical literacies, 243–261. St. Leonards, N.S.W., Allen and Unwin.Google Scholar
Benton, M. and Fox, G.
(1985) Teaching literature: nine to fourteen. Melbourne, Oxford University Press.Google Scholar
Christie, F.
(1995) The Teaching of English literature in secondary school English: a case study (ARC Report Number 1 into the Pedagogic Discourse of Secondary School English). The University of Melbourne.Google Scholar
(1999) The pedagogic device and the teaching of English. In F. Christie (ed.) Pedagogy and the shaping of consciousness, 156–184. London, Cassell.Google Scholar
Corcoran, B.
(1987) Teachers creating readers. In B. Corcoran (ed.) Readers, texts, teachers, 41–74. New Jersey, Boynton Cook.Google Scholar
(1992) The making and remaking of readers and writers: a retrospect and prospect. In J. Thomson (ed.), Reconstructing literature teaching: new essays on the teaching of literature, 71–82. Norwood, S.A., AATE.Google Scholar
Cranny-Francis, A.
(1991) The value of genre in English literature teaching. In F. Christie, B. Devlin, P. Freebody, A. Luke, J. Martin, T. Threadgold, and C. Walton (eds) Teaching English literacy: a project of national significance on the preservice preparation of teachers for teaching English literacy, 159–174. Darwin, Centre for Studies of Language in Education, Darwin University.Google Scholar
(1996) Technology and/or weapon: the discipline of reading in the secondary English classroom. In R. Hasan and G. Williams (eds), Literacy in society, 172–190. London, Longman.Google Scholar
Davies, B.
(1993) Beyond dualism and towards multiple subjectivities. In L. Christian-Smith (ed.) Texts of desire: essays on fiction, femininity and schooling, 145–173. London, Falmer Press.Google Scholar
Gilbert, P.
(1987) Post reader-response: the deconstructive critique. In B. Corcoran (ed.), Readers, texts, teachers, 234–250. New Jersey, Boynton Cook.Google Scholar
Gregory, M. and Malcolm, K.
(1981) Generic situation and discourse phase. Mimeo: Applied Linguistics Research Working Group. Glendon College, York University, Toronto, CanadaGoogle Scholar
Halliday, M.A.K.
(1994) An introduction to functional grammar (2nd ed.). Melbourne, Edward Arnold.Google Scholar
Halliday, M.A.K., and Hasan, R.
(1985) Language, context and text. Melbourne, Deakin University Press.Google Scholar
Heap, J.
(1985) Discourse in the production of classroom knowledge: reading lessons. Curriculum Enquiry 15, 3: 245–279. DOI logoGoogle Scholar
Horowitz, R.
(1994) Classroom talk about text. Journal of Reading 31, 7: 532–538.Google Scholar
Hunter, I.
(1988) Culture and government: the emergence of literary education. London, Macmillan. DOI logoGoogle Scholar
(1994) Four anxieties about English. Interpretations 27, 3: 1–19.Google Scholar
Iser, W.
(1978) The act of reading. Baltimore, John Hopkins University Press.Google Scholar
Kamler, B.
(1992) The social construction of free writing topic choice in the process writing classroom. Australian Journal of Language and Literacy 15, 2: 105–122.Google Scholar
Love, K.
(1996) Talk around text: acquiescence or empowerment in secondary English? Australian Review of Applied Linguistics 19, 2: 1–26 DOI logoGoogle Scholar
(1999) The whole class text response discussion genre in secondary English: a case study. Unpublished Ph.D, The University of Melbourne.Google Scholar
Love, K., and Suherdi, D.
(1996) The negotiation of knowledge in an adult ESL class. Linguistics and Education 8, 3: 229–267. DOI logoGoogle Scholar
Luke, A., P. Freebody, and P. Gilbert
(1991) What counts as reading in the secondary school classroom – selective traditions of reading practices and positions. In F. Christie et al. (eds), Teaching English literacy, a project of national significance on the preservice preparation of teachers to teach English literacy. Vol 2: Readings, 113–124. Darwin: Centre for Studies in Language Education, Northern Territory University.Google Scholar
Martin, J.R.
(1992) English text: system and structure. Philadelphia, John Benjamins. DOI logoGoogle Scholar
Macken-Horarik, M.
(1996) Constructing the invisible: specialized literacy practices in junior secondary English. Ph.D., University of Sydney.Google Scholar
Mellor, B., A. Patterson, and M. O’Neill
(1991) Reading fictions. Scarborough, Western Australia, Chalkface Press.Google Scholar
Mellor, B., and A. Patterson
(1994) The reading lesson. Interpretations 27, 3: 20–47.Google Scholar
Merriam, S.B.
(1998) Qualitative research and case-study: applications in education. San Francisco, Jossey-Bass Publishers.Google Scholar
Misson, R.
(1996) What’s in it for me?: teaching against homophobic discourse. In L. Laskey and C. Beavis (eds), Schooling and sexualities: teaching for a positive sexuality, 117–129. Geelong, Deakin Centre for Education and Change.Google Scholar
Morgan, W.
(1994) Resisting reading within/against post-structuralisms. English in Australia 1091: 7–29.Google Scholar
Morris, A. and N. Stewart-Dore
(1984) Learning to learn from text: effective readings in the content areas. Sydney, Addison Wesley.Google Scholar
Pallotta-Chiarolli, M.
(1995) “Only your labels split me”: interweaving ethnicity and sexuality in English studies. English in Australia 1121: 33–44.Google Scholar
Thomson, J.
(1987) Understanding teenagers’ reading. Adelaide, AATE.Google Scholar
(1992) (ed.) Reconstructing literature teaching: new essays on the teaching of literature. Norwood, S.A., AATE.Google Scholar
Ventola, E.
(1987) The structure of social interaction. London, Frances Pinter.Google Scholar
Cited by

Cited by 1 other publications

Love, Kristina
2006. Appraisal in online discussions of literary texts. Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies 26:2  pp. 217 ff. DOI logo

This list is based on CrossRef data as of 23 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.