Cover not available
Review published In:
Linguistic Diversity and Social Inclusion in Australia
Edited by Ingrid Piller
[Australian Review of Applied Linguistics 37:3] 2014
► pp. 280–283
Book review

Review of Rose, D. & J.R. Martin (2012) Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School

Reviewed by
| School of Education, the University of New England
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 1 January 2014
DOI logo
https://doi.org/10.1075/aral.37.3.07dev
References (7)
Bernstein, B. (1990). Class, codes and control 4: The structuring of pedagogic discourse. London: Routledge. DOI logoGoogle Scholar
(2000). Pedagogy, symbolic control and identity: Theory, research, critique. Oxford: Rowman & Littlefield.Google Scholar
Devrim, D. Y. (2013). Development of grammatical metaphor in academic literacy through online language support. Unpublished Ph.D. thesis. University of Sydney, Australia.Google Scholar
Green, B., & Lee, A. (1994). Writing geography lessons: Literacy, identity and schooling. In A. Freedman & P. Medway (Eds.), Learning and teaching genre (pp. 207–224). Portsmouth, NH: Boynton/Cook (Heinemann).Google Scholar
Halliday, M. A. K. (1985). Introduction to functional grammar. London: Arnold.Google Scholar
Halliday, M.A.K. (1998). Things and relations: Regrammaticising experience as technical knowledge. In J.R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourse of science (pp. 185–235). London: Routledge.Google Scholar
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. London: Harvard University Press.Google Scholar