Reading Science: Critical and Functional Perspectives on Discourses of Science

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
List of figures......Page 7
List of tables......Page 9
List of contributors......Page 10
Part I Discourse on science......Page 12
1 Discourses of science......Page 14
1 RECONTEXTUALISATION......Page 15
2 SEMOGENESIS......Page 16
3 INTERTEXTUALITY......Page 18
4 HEGEMONY......Page 20
REFERENCES......Page 22
2 Emerging perspectives on the many dimensions of scientific discourse......Page 26
LATOUR’S POWER SEMANTICS......Page 27
MYERS’ COOPERATIVE PRAGMATICS OF INTELLECTUAL AGONISM......Page 29
HALLIDAY’S GRAMMATICAL SEMANTICS......Page 30
SOME PERSPECTIVES ON THE HALLIDAYAN VIEW......Page 31
BAZERMAN’S RHETORICAL FORMS FOR SYMBOLIC ACTION......Page 34
LOCATED ACTS OF MEANING......Page 36
REFERENCES......Page 38
Part II Popularising science......Page 40
Introduction to part II......Page 42
REFERENCE......Page 44
INTRODUCTION......Page 46
HOW COMMON IS POPULAR?......Page 47
CULTIVATING SCIENCE......Page 49
AN OVERVIEW OF ‘LIFE’S LITTLE JOKE’......Page 54
DISCOURSE NEGOTIATION......Page 56
‘LIFE’S LITTLE JOKE’......Page 60
THE LAST LAUGH IN ‘LIFE’S LITTLE JOKE’......Page 69
REFERENCES......Page 71
4 The ‘science’ of science fiction......Page 74
MOTHERING THE GENRE: SHELLEY’S FRANKENSTEIN......Page 75
THE FIRST CENTURY A.F.......Page 77
H.G.WELLS......Page 78
THE TWENTIETH CENTURY......Page 79
RE-ENTER THE CYBORG......Page 80
THE ‘SCIENCE’ OF SCIENCE FICTION......Page 85
REFERENCES......Page 88
FILM AND TELEVISION......Page 91
Part III Recontextualising science......Page 92
Introduction to part III......Page 94
REFERENCES......Page 96
MULTIMEDIA GENRES IN SCIENCE......Page 98
PRESENTATIONAL, ORIENTATIONAL, AND ORGANIZATIONAL MEANING......Page 102
GENRES WITHIN SCIENTIFIC TEXT......Page 105
Tables as textualisable visual displays......Page 107
Abstract graphs and diagrams......Page 112
Figure, caption, and text......Page 115
MAKING MEANING WITH MULTIPLE SEMIOTICS......Page 120
REFERENCES......Page 122
6 The greening of school science......Page 126
TRADITIONAL SCHOOL SCIENCE AND REPRESENTATIONS OF THE ENVIRONMENT......Page 127
Text 1......Page 128
MIDDLE AND PASSIVE VOICE CLAUSES......Page 129
Text 2......Page 130
TECHNICAL TAXONOMIES......Page 131
ENVIRONMENTALISM AND ECOLOGY......Page 132
THE LANGUAGE OF ENVIRONMENTALISM IN SCHOOLS......Page 134
Text 3......Page 135
Text 4......Page 138
Text 5......Page 140
INTERPERSONAL MEANING IN ENVIRONMENTALIST TEXTS......Page 146
Text 6......Page 147
MERGING IDEATIONAL AND INTERPERSONAL GRAMMAR—CONTROL OF THE WRITTEN MODE......Page 151
VISUAL IMAGES......Page 152
THE LANGUAGE OF ENVIRONMENTALISM: REVOLUTIONARY OR EVOLUTIONARY?......Page 160
REFERENCES......Page 161
INTRODUCTION......Page 164
THE NOTION OF A CURRICULUM MACROGENRE......Page 166
A SCIENCE CURRICULUM MACROGENRE......Page 167
The curriculum initiation......Page 170
The prelude......Page 171
The Expose......Page 173
Consolidation......Page 176
The task specification and the task conference......Page 177
The Curriulum Collaboration......Page 179
The oral procedural recount......Page 180
The written procedure......Page 183
THE PEDAGOGIC SUBJECT IN SCIENCE......Page 185
REFERENCES......Page 187
Part IV Discourses of science......Page 190
Introduction to part IV......Page 192
REFERENCES......Page 194
QUESTIONS AND ASSUMPTIONS......Page 196
GRAMMAR AS THEORY OF EXPERIENCE......Page 197
STRATIFICATION AND METAPHOR......Page 199
GRAMMATICAL METAPHOR IN SCIENTIFIC ENGLISH......Page 204
GRAMMATICAL ENERGY: THE SEMOGENIC POWER OF NOMINALISATION......Page 207
THE PAY-OFF: (1) CATEGORISING, TAXONOMIC ORGANISATION......Page 208
THE PAY-OFF: (2) REASONING, LOGICAL PROGRESSION......Page 212
UNPACKING THE METAPHORS: THE ‘FAVOURITE CLAUSE TYPE’......Page 216
TYPES OF GRAMMATICAL METAPHORS......Page 218
SYNDROMES OF GRAMMATICAL METAPHOR......Page 224
THE DISTILLATION OF TECHNICAL MEANING......Page 232
ONTOGENETIC NOTES......Page 234
REWORDING; REMEANING?......Page 238
Effects of solutes on growth and metabolism......Page 241
APPENDIX: TEXT 2......Page 243
Redox potential: the chemical switch......Page 244
NOTES......Page 245
REFERENCES......Page 246
INTRODUCTION......Page 248
ANALYSIS......Page 253
Levels 1–2: job specific or generalised training......Page 254
Level 3: trade certificate or equivalent......Page 256
Level 4: post-trade or equivalent certificate......Page 263
Level 5: advanced certificate to diplomas......Page 265
(1) Classifying by means of post-modifiers......Page 266
(2) Compressing activity sequences as clause elements......Page 267
Level 6: associate diploma to degree......Page 269
Level 7: degree or higher degree......Page 271
CONCLUSION......Page 275
REFERENCES......Page 276
INTRODUCTION......Page 278
Terminology—modes of naming......Page 280
Specialist lexis in science and technology: textual exemplification......Page 281
Text 2—technology......Page 286
Technology......Page 287
Redeployment of vernacular lexis in scientific discourse......Page 289
The technological preference for the acronym......Page 290
The linguistic properties of the acronym: a general overview......Page 291
Technology and acronym lexicalisation......Page 293
Acronyms in science and technology compared......Page 295
The technological acronym explained......Page 296
The ‘classical’ categorisations of science......Page 299
The lexis of  ‘classical’ classification—icons of un-commonsense......Page 301
Technological modes of classification and the ‘classical’......Page 302
CONCLUSION......Page 304
REFERENCES......Page 305
B-ISDN Interworking:......Page 306
MAN/B-ISDN interworking......Page 307
INTRODUCTION......Page 310
SUMMARY OF THE DISTINCTIVE CHARACTERISTICS OF THE DISCOURSE OF SCIENCE......Page 311
Defining......Page 312
Explaining......Page 313
SUMMARY OF THE DISTINCTIVE CHARACTERISTICS OF THE DISCOURSE OF THE HUMANITIES......Page 314
A BRIEF HISTORY OF SOCIAL SCIENCE......Page 315
Logical and experiential......Page 319
Textual drift......Page 320
Experiential drift: technicality, abstractions and metaphors......Page 325
Summary......Page 327
Defining and classifying in sociology......Page 328
CONCLUSION......Page 336
REFERENCES......Page 337
12 Construing processes of consciousness......Page 340
THE FOLK MODEL CONSTRUED BY THE GRAMMAR IN TEXT......Page 342
RECONSTRUING SENSING AS ‘THE MIND’ IN COGNITIVE SCIENCE......Page 346
Interleaving clausal and nominal construals of sensing......Page 347
The move to the metaphorical mode of construal in cognitive science......Page 348
The metaphorical mode of construing in cognitive science......Page 350
Comparison of the two theories of ‘the mind’......Page 359
The status of cognitive science theory......Page 361
CONCLUSION: A LANGUAGE-BASED CONSTRUAL......Page 364
NOTES......Page 365
REFERENCES......Page 366
Index......Page 370