dc.contributor.author | Coffin, Caroline | |
dc.date.accessioned | 2022-10-17T11:42:04Z | |
dc.date.available | 2022-10-17T11:42:04Z | |
dc.date.issued | 2000 | |
dc.identifier.issn | e-2530-8335 | |
dc.identifier.uri | http://riull.ull.es/xmlui/handle/915/30195 | |
dc.description.abstract | The 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.mimetype | application/pdf | |
dc.language.iso | en | es_ES |
dc.publisher | Servicio de Publicaciones. Universidad de La Laguna | es_ES |
dc.relation.ispartofseries | Revista Canaria de Estudios Ingleses, Año 2000, n. 40, pp. 135-153; | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.title | Defending and Challenging Interpretations of the Past: The Role of Argument in School History | en_EN |
dc.type | info:eu-repo/semantics/article | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es_ES |