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dc.contributor.authorCoffin, Caroline
dc.date.accessioned2022-10-17T11:42:04Z
dc.date.available2022-10-17T11:42:04Z
dc.date.issued2000
dc.identifier.issne-2530-8335
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/30195
dc.description.abstractThe interpretation of experience accompanied by an explicit defense of, or challenge to, the particular position/s taken up is a social activity that occurs across a range of contexts. Within the context of schooling a range of generic forms and language resources have evolved to realise such activity. This article focuses on the types of text and the range of language resources that are available within school history and which serve to construct and defend —or counter— interpretations of the past. Using the tools of systemic functional linguistics, the article examines three “genres” or types of text —the argument, discussion and challenge.en_EN
dc.format.mimetypeapplication/pdf
dc.language.isoenes_ES
dc.publisherServicio de Publicaciones. Universidad de La Lagunaes_ES
dc.relation.ispartofseriesRevista Canaria de Estudios Ingleses, Año 2000, n. 40, pp. 135-153;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleDefending and Challenging Interpretations of the Past: The Role of Argument in School Historyen_EN
dc.typeinfo:eu-repo/semantics/article
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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