Writing with Students
Shortlisted for the M. A. K. Halliday Prize 2025
Writing with Students begins with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts. This book examines the practice of joint construction in a genre-based approach to literacy pedagogy.
It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students.
Informed by systemic functional linguistics, the book presents an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enable teachers to guide but not provide wording.
Metalanguage also enables students to critique and justify their choices as they âtry outâ new academic language, modify, and improve their writing.
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Description
Shortlisted for the M. A. K. Halliday Prize 2025
Writing with Students begins with a review of the theory and pedagogic practices that have been influential in English for Academic Purposes (EAP) contexts. This book examines the practice of joint construction in a genre-based approach to literacy pedagogy.
It investigates how teachers guide students to co-construct a text, drawing attention to the contested rationale for teachers taking a leading role when writing collaboratively with their students.
Informed by systemic functional linguistics, the book presents an accessible approach to the analysis of classroom discourse that centres on the dynamic mediation of meaning. Through examples of classroom interaction involving international students studying EAP, and specifically as preparation for university entrance, it illuminates how classroom metalanguage and the organisation of classroom talk enable teachers to guide but not provide wording.
Metalanguage also enables students to critique and justify their choices as they âtry outâ new academic language, modify, and improve their writing.
