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
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Published online: 1 January 2014
https://doi.org/10.1075/aral.37.3.07dev
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.
(2000). Pedagogy, symbolic control and identity: Theory, research, critique. Oxford: Rowman & Littlefield.
Devrim, D. Y. (2013). Development of grammatical metaphor in academic literacy through online language support. Unpublished Ph.D. thesis. University of Sydney, Australia.
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).