David Rose & J. R. Martin. Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. Sheffield/Bristol: Equinox, 2012. x + 357 pp. ISBN 978-84553-143-0(hardback) 978-1-84553-144-7(paperback)

Reviewed by

Ruth Mulvad | National Centre for Reading — University Colleges in Denmark

Published online: 6 September 2013

https://doi.org/10.1075/fol.20.2.09mul

References (4)

References

Christie, Frances & Len Unsworth. 2005. Developing dimensions of an educational linguistics. In Ruqaiya Hasan, Christian Matthiessen & Jonathan Webster (eds.), Continuing discourse on language. A functional perspective, Vol. 11, 217–250. Sheffield: Equinox.

Halliday, M. A. K. & Ruqaiya Hasan. 2006. Retrospective on SFL and literacy. In Rachel Whittaker, Mick O’Donnell & Ann McCabe (eds.), Language and literacy. Functional approaches, 15–44. London: Continuum.

Martin, J. R. & David Rose. 2003. Working with discourse: Meaning beyond the clause [2nd rev. edn. 2007]. London: Continuum.

Mulvad, Ruth. 2012. SFL-baseret pædagogik. Varianter og udviklinger. In Thomas Hestbæk Andersen & Morten Boeriis (eds.), Nordisk socialsemiotik. Pædagogiske, multimodale og sprogvidenskabelige landvindinger, 247–276. Odense: Syddansk Universitetsforlag.

David Rose & J. R. Martin. Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. Sheffield/Bristol: Equinox, 2012. x + 357 pp. ISBN 978-84553-143-0(hardback) 978-1-84553-144-7(paperback)

David Rose & J. R. Martin. Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. Sheffield/Bristol: Equinox, 2012. x + 357 pp. ISBN 978-84553-143-0(hardback) 978-1-84553-144-7(paperback)