Donohue, James and Coffin, Caroline
(2013).
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Abstract
Health and Social Care is a context in which universities provide education for students with professional experience but with diverse educational backgrounds. In the case of the HSC course examined here, course designers had developed a course that introduced students into the academic discourses of Health and Social Care (see Northedge, 2003), but wanted to do more to support students in developing writing skills to succeed on the course. In collaboration with an academic literacy unit, they focused initially on lack of clarity in students’ writing at sentence level. After a number of false starts focusing on sentence level error correction, the literacy specialists turned to the more holistic, text in context model provided by systemic functional linguistics (SFL). Genre analysis based on this approach provided insights into valued ways of making meaning in HSC assignment texts and confirmed that assignment guidance was valued by students. The research also shed light on variations in ways of using language and of thinking that students bring to their study; referred to as semantic orientation in SFL theorising. The article suggests how these insights can be used in assignment guidance on HSC courses.
Key words: systemic functional linguistics, health and social care, academic literacy, text in context, semantic orientation, assignment guidance
| Item Type: | Journal Article |
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| Copyright Holders: | 2013 Equinox |
| ISSN: | 2040-3666 |
| Extra Information: | This article is under external review for inclusion in a special issue of the journal |
| Academic Unit/Department: | Education and Language Studies > Languages Education and Language Studies > Centre for Language and Communication |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Related URLs: | |
| Item ID: | 35337 |
| Depositing User: | James Donohue |
| Date Deposited: | 31 Oct 2012 09:08 |
| Last Modified: | 29 Nov 2013 10:48 |
| URI: | http://oro.open.ac.uk/id/eprint/35337 |
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