CURSOS PRE-CONGRESO Y POS-CONGRESO
Los aranceles de los cursos se han listado en 'Aranceles'.
En los próximos días enviaremos lecturas sugeridas para los cursos a quienes ya se hayan inscripto. Si está interesado en un curso, no olvide inscribirse! |
PRE- AND POST- CONGRESS INSTITUTEFees have been listed in 'Fees'.
In the next few days we will be sending reading material to those who have already enrolled in the courses. If you are interested in a course, make sure you enroll! |
CURSOS PRE-CONGRESO (7 al 11 de Abril)
Tenga en cuenta que se dictan dos cursos por la mañana y dos por la tarde, por lo tanto, sólo podrá tomar como máximo dos cursos (uno de mañana y otro de tarde). Los cursos de la mañana serán de 9 a 12 y los de la tarde de 2 a 5. |
PRE-CONGRESS COURSES (April 7-11)
Note there will be two courses running parallel in the morning and two in the afternoon. You can only take one course in the morning and one in the afternoon. Morning courses will be from 9 to 12 and afternoon courses from 2 to 5. |
Nos apena tener que anunciar que el Prof. Christian Matthiessen ha
cancelado su viaje a Mendoza En consecuencia, hemos tenido que cancelar su
curso. Pedimos disculpas por los inconvenientes que esta ausencia y los cambios
que hemos realizado puedan ocasionarles. Por favor, lean los cambios en la tabla
debajo.
|
We
are very sorry to announce that Prof. Christian Matthiessen has had
to cancel his trip to Mendoza so we have had to cancel his course. We apologize
for the inconveniences the changes we have made may cause to some of you. Please
note the changes in the table below.
|
Modelización de gramáticas sistémico-funcionales: un enfoque sistémico-funcional
Víctor Castel
Departamento de Inglés e Instituto de Lenguas y Culturas Extranjeras
Facultad de Filosofía y Letras - Universidad Nacional de Cuyo
CONICET
Mendoza
Descripción del curso:
El curso se centra en la modelización de gramáticas sistémico-funcionales formales (GSFF) desde una perspectiva sistémico-funcional. Se guiará a los participantes para descubrir y formalizar las propiedades del potencial sistémico y de realización que subyacen en los textos constitutivos de GSFF existentes del inglés y del español. Se discutirá la gramática de gramáticas inducida de una modelización posible y se la usará para mostrar por qué es un recurso central en el desarrollo de herramientas para la escritura de GSFF. La aplicación resultante, orientada pedagógicamente, se demostrará con GraDer, un entorno de desarrollo de GSFF.
Número máximo de participantes: 25
Nivel: Se espera que los participantes que deseen hacer el curso estén familiarizados con las dicotomías "potencial-instancia" y "gramática-análisis/descripción gramatical.
Idioma en el que dictará el curso: Español/Inglés
Modelling Systemic Functional Grammars: A Systemic Functional Approach
Víctor Castel
Departamento de Inglés e Instituto de Lenguas y Culturas Extranjeras
Facultad de Filosofía y Letras - Universidad Nacional de Cuyo
CONICET
Mendoza
Course description:
The main focus of the course is on modelling formal systemic functional grammars (FSFG) from a systemic functional perspective. The participants will be guided to discover and formalize the potential systemic and realization properties underlying the constitutive texts of existing FSFG of English and Spanish. The induced grammar of grammars of one possible modelling will be discussed and used to illustrate why it is a core resource in the development of tools for FSFG writing. This pedagogically oriented application will be demonstrated with GraDer, an FSFG development environment.
Maximum number of participants: 25
Level: Prospective students are expected to be familiar with the dichotomies "potential-instance" and "grammar-grammatical analysis/description".
Language in which the course will be taught: Spanish / English
Víctor Castel
Departamento de Inglés e Instituto de Lenguas y Culturas Extranjeras
Facultad de Filosofía y Letras - Universidad Nacional de Cuyo
CONICET
Mendoza
Descripción del curso:
El curso se centra en la modelización de gramáticas sistémico-funcionales formales (GSFF) desde una perspectiva sistémico-funcional. Se guiará a los participantes para descubrir y formalizar las propiedades del potencial sistémico y de realización que subyacen en los textos constitutivos de GSFF existentes del inglés y del español. Se discutirá la gramática de gramáticas inducida de una modelización posible y se la usará para mostrar por qué es un recurso central en el desarrollo de herramientas para la escritura de GSFF. La aplicación resultante, orientada pedagógicamente, se demostrará con GraDer, un entorno de desarrollo de GSFF.
Número máximo de participantes: 25
Nivel: Se espera que los participantes que deseen hacer el curso estén familiarizados con las dicotomías "potencial-instancia" y "gramática-análisis/descripción gramatical.
Idioma en el que dictará el curso: Español/Inglés
Modelling Systemic Functional Grammars: A Systemic Functional Approach
Víctor Castel
Departamento de Inglés e Instituto de Lenguas y Culturas Extranjeras
Facultad de Filosofía y Letras - Universidad Nacional de Cuyo
CONICET
Mendoza
Course description:
The main focus of the course is on modelling formal systemic functional grammars (FSFG) from a systemic functional perspective. The participants will be guided to discover and formalize the potential systemic and realization properties underlying the constitutive texts of existing FSFG of English and Spanish. The induced grammar of grammars of one possible modelling will be discussed and used to illustrate why it is a core resource in the development of tools for FSFG writing. This pedagogically oriented application will be demonstrated with GraDer, an FSFG development environment.
Maximum number of participants: 25
Level: Prospective students are expected to be familiar with the dichotomies "potential-instance" and "grammar-grammatical analysis/description".
Language in which the course will be taught: Spanish / English
El aspecto sistémico en la LSF: principios para el estudio del lenguaje como recurso para crear significado
Beatriz Quiroz
Facultad de Letras
Pontificia Universidad Católica de Chile
Descripción del curso (Course description):
Este curso aborda los fundamentos teóricos que conforman la arquitectura actual de la Lingüística Sistémico Funcional (en adelante, LSF), con especial hincapié en el principio sistémico, según el cual el lenguaje es un sistema semiótico organizado en redes de opciones funcionalmente motivadas. Por su importancia para una interpretación integrada del fenómeno lingüístico, se revisarán en profundidad las interrelaciones entre las dimensiones teóricas de eje, metafunción, estratificación, rango e instanciación. A la luz de esta revisión, y tomando el componente lexicogramatical como punto de partida, se abordará la descripción concreta de sistemas ideacionales, interpersonales y textuales básicos en distintas lenguas, con especial énfasis en los sistemas que abarcan a la cláusula española. Lo anterior permitirá abordar con mayor sistematicidad distintos modelos propuestos dentro de la LSF para comprender la interacción entre los recursos lexicogramaticales y formas de organización que van más allá de la cláusula.
Al finalizar el curso los asistentes contarán con una visión coherente y explícita de los principios teórico-descriptivos que subyacen a una interpretación del lenguaje como un sistema complejo para la creación de significado en contexto. Lo anterior permitirá i) contar con mayor autonomía y capacidad crítica respecto del trabajo descriptivo desarrollado en inglés, ii) formular criterios de análisis sobre la base de principios compartidos, y iii) desarrollar descripciones y aplicaciones cada vez más relevantes en contextos de investigación de habla hispana y(o) portuguesa.
Nivel (Level): Intermedio
Idioma en el que dictará el curso (Language in which the course will be taught): español
Beatriz Quiroz
Facultad de Letras
Pontificia Universidad Católica de Chile
Descripción del curso (Course description):
Este curso aborda los fundamentos teóricos que conforman la arquitectura actual de la Lingüística Sistémico Funcional (en adelante, LSF), con especial hincapié en el principio sistémico, según el cual el lenguaje es un sistema semiótico organizado en redes de opciones funcionalmente motivadas. Por su importancia para una interpretación integrada del fenómeno lingüístico, se revisarán en profundidad las interrelaciones entre las dimensiones teóricas de eje, metafunción, estratificación, rango e instanciación. A la luz de esta revisión, y tomando el componente lexicogramatical como punto de partida, se abordará la descripción concreta de sistemas ideacionales, interpersonales y textuales básicos en distintas lenguas, con especial énfasis en los sistemas que abarcan a la cláusula española. Lo anterior permitirá abordar con mayor sistematicidad distintos modelos propuestos dentro de la LSF para comprender la interacción entre los recursos lexicogramaticales y formas de organización que van más allá de la cláusula.
Al finalizar el curso los asistentes contarán con una visión coherente y explícita de los principios teórico-descriptivos que subyacen a una interpretación del lenguaje como un sistema complejo para la creación de significado en contexto. Lo anterior permitirá i) contar con mayor autonomía y capacidad crítica respecto del trabajo descriptivo desarrollado en inglés, ii) formular criterios de análisis sobre la base de principios compartidos, y iii) desarrollar descripciones y aplicaciones cada vez más relevantes en contextos de investigación de habla hispana y(o) portuguesa.
Nivel (Level): Intermedio
Idioma en el que dictará el curso (Language in which the course will be taught): español
PARA OBTENER MÁS INFORMACIÓN SOBRE ESTE CURSO DESCARGUE EL SIGUIENTE ARCHIVO | |
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Reading to Learn
Claire Acevedo
Department of Linguistics
Faculty of Education and Social Work
University of Sydney
Director of “Reading to Learn Program”
Course description (Descripción del curso):
Reading to Learn is a genre-based literacy for the 21st century. It enables teachers to embed literacy skills in curriculum teaching, and accelerate their students’ learning at double to four times standard growth rates. More information about the program is available at www.readingtolearn.com.au, and the references below. This course will provide participants with skills and knowledge to implement Reading to Learn at primary, secondary and tertiary education levels, across subject areas. Workshops are as follows.
Rose, D. & J.R. Martin 2012. Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox
Rose, D. (2013). Reading to Learn: Accelerating learning and closing the gap. Teacher training books and DVDs. Sydney: Reading to Learn, http://www.readingtolearn.com.au
Rose, D. (2008). Redesigning Foundations: integrating academic skills with academic learning. Keynote for Conversations about Foundations Conference, Cape Peninsula University of Technology, Cape Town, October 2007
http://associated.sun.ac.za/heltasa/foundationprogram.html
Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. R. Beard, D. Myhill, J. Riley & M. Nystrand (eds.) Handbook of Writing Development. London: Sage, 151-166
Rose, D. (2005). Democratising the Classroom: a Literacy Pedagogy for the New Generation. Journal of Education, 37:127-164, http://dbnweb2.ukzn.ac.za/joe/joe_issues.htm
Language in which the course will be taught (Idioma en el que dictará el curso): English
Claire Acevedo
Department of Linguistics
Faculty of Education and Social Work
University of Sydney
Director of “Reading to Learn Program”
Course description (Descripción del curso):
Reading to Learn is a genre-based literacy for the 21st century. It enables teachers to embed literacy skills in curriculum teaching, and accelerate their students’ learning at double to four times standard growth rates. More information about the program is available at www.readingtolearn.com.au, and the references below. This course will provide participants with skills and knowledge to implement Reading to Learn at primary, secondary and tertiary education levels, across subject areas. Workshops are as follows.
- Day 1: Preparing for Reading. Introduces pedagogic principles, and strategies for teachers to support whole classes to read high level texts, to acquire knowledge and engage in reading.
- Day 2: Joint Construction. Strategies for applying knowledge learnt from reading in writing narrative, factual and persuasive texts.
- Day 3: Detailed Reading. Intensive strategy enabling all students to read challenging texts with complete comprehension, and identify patterns of language.
- Day 4: Rewriting. Guides students to use knowledge and language patterns studied in Detailed Reading, to write academic texts and appropriate language resources of accomplished authors.
- Day 5: Detailed Lesson Planning. Principles of text selection and analysis for planning Reading to Learn lessons.
Rose, D. & J.R. Martin 2012. Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox
Rose, D. (2013). Reading to Learn: Accelerating learning and closing the gap. Teacher training books and DVDs. Sydney: Reading to Learn, http://www.readingtolearn.com.au
Rose, D. (2008). Redesigning Foundations: integrating academic skills with academic learning. Keynote for Conversations about Foundations Conference, Cape Peninsula University of Technology, Cape Town, October 2007
http://associated.sun.ac.za/heltasa/foundationprogram.html
Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. R. Beard, D. Myhill, J. Riley & M. Nystrand (eds.) Handbook of Writing Development. London: Sage, 151-166
Rose, D. (2005). Democratising the Classroom: a Literacy Pedagogy for the New Generation. Journal of Education, 37:127-164, http://dbnweb2.ukzn.ac.za/joe/joe_issues.htm
Language in which the course will be taught (Idioma en el que dictará el curso): English
Interactive meanings in story versions as novel, graphic novel and movie
Len Unsworth
Research Professor in English and Literacies Education
Australian Catholic University Sydney
Course description (Descripción del curso):
In this weeklong intensive course we will focus on understanding the visual construction of interactive (interpersonal) meanings and the influence of variation in interactive meaning in constructing different interpretive possibilities in representations of ostensibly the same story as novel, graphic novel and movie. Key references will be chapter 4 of Reading Images (Kress & van Leeuwen, 2006) and chapter 2 of Reading Visual Narratives (Painter, Martin, & Unsworth, 2013) and a number of papers dealing specifically with comparison of narrative versions . Some of the reading material will be made available to participants in advance. The latter papers will be made available to participants on a CD ROM to be distributed at the beginning of the course. This will also contain relevant text, image and movie excerpts used in analyses during the course. It will be helpful if participants can bring their own laptop computers to the course. A brief overview for each day of the course is outlined below:
Session 1: Course overview and review of interactive meanings in images
Session 2: Comparing interactive meanings in images in picture books and movie adaptations.
This session will apply the analytic frameworks from session 1 in examining two well-known picture books from China –
Session 3: Introducing Coraline (http://ebookbrowsee.net/coraline-text-docx-d300893810) as a novel(Gaiman, 2002), graphic novel(Gaiman & Russell, 2008) and movie(Selick, 2009).
Session 4: Detailed comparative analysis of one episode of Coraline as represented in the novel, graphic novel and movie.
Session 5: Introduction to Franz Kafka’s The Metamorphosis as a novel (Kafka, 1915/2004), graphic novel (Kuper, 2003) and movie (Atanes, 1993).
References:
Atanes, C. (Writer). (1993). The Metamorphosis of Franz Kafka. Barcelona: Atanes Films.
Barton, G., & Unsworth, L. (in press 2014). Music, multiliteracies and Multimodality: Exploring the book and movie versions of Shaun Tan’s "The Lost Thing" Australian Journal of Language and Literacy.
Gaiman, N. (2002). Coraline. London: Bloomsbury.
Gaiman, N., & Russell, P. C. (2008). Coraline: The Graphic Novel. London: Bloomsbury.
Kafka, F. (1915/2004). The Metamorphosis. New York: Bantam/Random House.
Kress, G., & van Leeuwen, T. (2006). Reading Images: The grammar of visual design (2 ed.). London: Routledge.
Kuper, P. (2003). The Metamorphosis. New York: Three Rivers Press.
Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives: Image Analysis of Children's Picture Books. London: Equinox.
Selick, H. (Writer). (2009). Coraline. In C. Jennings, Linden, H., Mechanic, B. Sandell, M. Selick, H (Producer). Universal City, USA: Focus Pictures.
Unsworth, L. (2013a). Point of view in picture books and animated movie adaptations. Scan, 32(1), 28-37.
Unsworth, L. (2013b). Re-configuring image-language relations and interpretive possibilities in picture books as animated movies: A site for developing multimodal literacy pedagogy. Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies (Special Issue on Multimodality), 64, 15 - 47.
Unsworth, L. (2014). Point of View in Picture Books and Animated Film Adaptations: Informing Critical Multimodal Comprehension and Composition Pedagogy. In E. Djonov & S. Zhao (Eds.), Critical Multimodal Studies of Popular Discourse (pp. 202 - 216). London and New York: Routldedge.
Maximum number of participants (Número máximo de participantes): 25
Language in which the course will be taught (Idioma en el que dictará el curso): English
Len Unsworth
Research Professor in English and Literacies Education
Australian Catholic University Sydney
Course description (Descripción del curso):
In this weeklong intensive course we will focus on understanding the visual construction of interactive (interpersonal) meanings and the influence of variation in interactive meaning in constructing different interpretive possibilities in representations of ostensibly the same story as novel, graphic novel and movie. Key references will be chapter 4 of Reading Images (Kress & van Leeuwen, 2006) and chapter 2 of Reading Visual Narratives (Painter, Martin, & Unsworth, 2013) and a number of papers dealing specifically with comparison of narrative versions . Some of the reading material will be made available to participants in advance. The latter papers will be made available to participants on a CD ROM to be distributed at the beginning of the course. This will also contain relevant text, image and movie excerpts used in analyses during the course. It will be helpful if participants can bring their own laptop computers to the course. A brief overview for each day of the course is outlined below:
Session 1: Course overview and review of interactive meanings in images
- Elaborating the account of interactive meaning in images by Kress and van Leeuwen (2006)
- Extending the discussion of focalization in picture books by Painter, Martin and Unsworth (2013)
- Investigating the interactive significance of rear view images of characters.
Session 2: Comparing interactive meanings in images in picture books and movie adaptations.
This session will apply the analytic frameworks from session 1 in examining two well-known picture books from China –
- Xiong, L. (2007). The Little Stone Lion. Jinan CIty, Shandong Province, China: Tomorrow Publishing House
- He, Y., & Bing, C. (2010). Pangsao returned to see her mother. Yianjin City: New Buds Publishing House.
Session 3: Introducing Coraline (http://ebookbrowsee.net/coraline-text-docx-d300893810) as a novel(Gaiman, 2002), graphic novel(Gaiman & Russell, 2008) and movie(Selick, 2009).
- Exploring the drawings used to introduce each chapter of the novel.
- Interactive meanings in the images of the graphic novel.
- The stop motion animated movie of Coraline.
Session 4: Detailed comparative analysis of one episode of Coraline as represented in the novel, graphic novel and movie.
- The relevant episode segments will be provided to participants on a CD ROM (it will be useful if participants can have their own laptop computers in the session).
- Demonstration of comparative analysis of one excerpt will be provided.
- A framework will be provided for analysis of a second excerpt by participants working in small groups
- Discussion of comparative analyses.
Session 5: Introduction to Franz Kafka’s The Metamorphosis as a novel (Kafka, 1915/2004), graphic novel (Kuper, 2003) and movie (Atanes, 1993).
- After introducing the various versions of this story, a demonstration analysis of one excerpt will be provided and similarly to session 4, participants will be invited in small groups to undertake a comparative analysis of another short excerpt in the different formats.
- To conclude the course we will consider possible additional analysis of interpersonal meaning in images and contexts for the application of this kind of comparative analysis as well as educational implications, particularly the relevance of this work to the requirements of the new Australian Curriculum; English (http://www.australiancurriculum.edu.au/English).
References:
Atanes, C. (Writer). (1993). The Metamorphosis of Franz Kafka. Barcelona: Atanes Films.
Barton, G., & Unsworth, L. (in press 2014). Music, multiliteracies and Multimodality: Exploring the book and movie versions of Shaun Tan’s "The Lost Thing" Australian Journal of Language and Literacy.
Gaiman, N. (2002). Coraline. London: Bloomsbury.
Gaiman, N., & Russell, P. C. (2008). Coraline: The Graphic Novel. London: Bloomsbury.
Kafka, F. (1915/2004). The Metamorphosis. New York: Bantam/Random House.
Kress, G., & van Leeuwen, T. (2006). Reading Images: The grammar of visual design (2 ed.). London: Routledge.
Kuper, P. (2003). The Metamorphosis. New York: Three Rivers Press.
Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives: Image Analysis of Children's Picture Books. London: Equinox.
Selick, H. (Writer). (2009). Coraline. In C. Jennings, Linden, H., Mechanic, B. Sandell, M. Selick, H (Producer). Universal City, USA: Focus Pictures.
Unsworth, L. (2013a). Point of view in picture books and animated movie adaptations. Scan, 32(1), 28-37.
Unsworth, L. (2013b). Re-configuring image-language relations and interpretive possibilities in picture books as animated movies: A site for developing multimodal literacy pedagogy. Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies (Special Issue on Multimodality), 64, 15 - 47.
Unsworth, L. (2014). Point of View in Picture Books and Animated Film Adaptations: Informing Critical Multimodal Comprehension and Composition Pedagogy. In E. Djonov & S. Zhao (Eds.), Critical Multimodal Studies of Popular Discourse (pp. 202 - 216). London and New York: Routldedge.
Maximum number of participants (Número máximo de participantes): 25
Language in which the course will be taught (Idioma en el que dictará el curso): English
CURSOS POS-CONGRESO (21 al 25 de Abril)
Tenga en cuenta que se dictan tres cursos, dos por la mañana y uno por la tarde, por lo tanto, sólo podrá tomar como máximo dos cursos (uno de mañana y otro de tarde) Los cursos de la mañana serán de 9 a 12 y los de la tarde de 2 a 5. |
POST-CONGRESS COURSES (April 21-25)
Note two of the courses will be taught in the morning and one in the afternoon. You can only take one course in the morning and one in the afternoon. Morning courses will be from 9 to 12 and afternoon courses from 2 to 5. |
System network writing: axial relations
James Martin
Professor of Linguistics
University of Sydney, Australia
Course description (Descripción del curso):
This course provides an introduction to the formalisation of paradigmatic relations in system networks, including consideration of the structural motivation for systems. The course will focus on interpersonal grammatical systems in English and Spanish, with reference to other languages, metafunctions and strata where relevant. The sessions will unfold as practical workshops, including joint and individual construction of system networks – beginning with simple word systems and moving on to consideration of group and clauses rank patterns.
Level (Nivel): The course assumes a good working knowledge of Halliday’s description of English grammar, minimally to the standard of Thompson’s introduction. A version of the following introductory book will be made available to participants in some form:
Systemic Functional Grammar: a next step into the theory – axial relations. (J R Martin; Chinese translation and extensions by Wang Pin & Zhu Yongsheng). Beijing: Higher Education Press. 2013.
Language in which the course will be taught (Idioma en el que dictará el curso): English
James Martin
Professor of Linguistics
University of Sydney, Australia
Course description (Descripción del curso):
This course provides an introduction to the formalisation of paradigmatic relations in system networks, including consideration of the structural motivation for systems. The course will focus on interpersonal grammatical systems in English and Spanish, with reference to other languages, metafunctions and strata where relevant. The sessions will unfold as practical workshops, including joint and individual construction of system networks – beginning with simple word systems and moving on to consideration of group and clauses rank patterns.
Level (Nivel): The course assumes a good working knowledge of Halliday’s description of English grammar, minimally to the standard of Thompson’s introduction. A version of the following introductory book will be made available to participants in some form:
Systemic Functional Grammar: a next step into the theory – axial relations. (J R Martin; Chinese translation and extensions by Wang Pin & Zhu Yongsheng). Beijing: Higher Education Press. 2013.
Language in which the course will be taught (Idioma en el que dictará el curso): English
Legitimation Code Theory: Analysing knowledge and knowers
Karl Maton
Department of Sociology and Social Policy
University of Sydney
Course description (Descripción del curso):
Legitimation Code Theory (LCT) is a sociological framework for analysing practice that extends and integrates the approach of Basil Bernstein. LCT is rapidly becoming adopted both on it own and as a complementary approach alongside systemic functional linguistics in studies of education and beyond (including law, museums, art exhibitions, and other areas).
This course provides a detailed introduction to key ideas from LCT. It beguns by situating LCT in intellectual context and explains why the approach is needed to analyse knowledge practices. The course will then focus on two key dimensions of the framework: Specialization and Semantics. Central concepts are defined, explained and illustrated using examples from research projects. At the end of the week, we will walk through an example of analysis using LCT concepts, to show how they can be used.
Language in which the course will be taught (Idioma en el que dictará el curso): English
Karl Maton
Department of Sociology and Social Policy
University of Sydney
Course description (Descripción del curso):
Legitimation Code Theory (LCT) is a sociological framework for analysing practice that extends and integrates the approach of Basil Bernstein. LCT is rapidly becoming adopted both on it own and as a complementary approach alongside systemic functional linguistics in studies of education and beyond (including law, museums, art exhibitions, and other areas).
This course provides a detailed introduction to key ideas from LCT. It beguns by situating LCT in intellectual context and explains why the approach is needed to analyse knowledge practices. The course will then focus on two key dimensions of the framework: Specialization and Semantics. Central concepts are defined, explained and illustrated using examples from research projects. At the end of the week, we will walk through an example of analysis using LCT concepts, to show how they can be used.
Language in which the course will be taught (Idioma en el que dictará el curso): English
Exploring academic discourse in a workshop mode
Prof. Susan Hood
Faculty of Art and Social Sciences
University of Technology – Sydney
Course description (Descripción del curso):
This course is designed as a practical discourse analysis workshop in which we will explore patterns of meanings in a variety of written academic texts. The course is intended for anyone interested in academic discourse, as students / teachers / writers / researchers. The workshop will assume some familiarity with SFL theory, in particular the concept of genre and systems in discourse semantics (e.g. appraisal, ideation, and periodicity) as in Martin and Rose 2007, 2008. We will briefly review systems and how they have been put to work before applying them ourselves to a variety of texts.
Level (Nivel): The workshop will assume some familiarity with SFL theory, in particular the concept of genre and systems in discourse semantics (e.g. appraisal, ideation, and periodicity) as in Martin and Rose 2007, 2008.
Language in which the course will be taught (Idioma en el que dictará el curso): English
Prof. Susan Hood
Faculty of Art and Social Sciences
University of Technology – Sydney
Course description (Descripción del curso):
This course is designed as a practical discourse analysis workshop in which we will explore patterns of meanings in a variety of written academic texts. The course is intended for anyone interested in academic discourse, as students / teachers / writers / researchers. The workshop will assume some familiarity with SFL theory, in particular the concept of genre and systems in discourse semantics (e.g. appraisal, ideation, and periodicity) as in Martin and Rose 2007, 2008. We will briefly review systems and how they have been put to work before applying them ourselves to a variety of texts.
Level (Nivel): The workshop will assume some familiarity with SFL theory, in particular the concept of genre and systems in discourse semantics (e.g. appraisal, ideation, and periodicity) as in Martin and Rose 2007, 2008.
Language in which the course will be taught (Idioma en el que dictará el curso): English