Applying semantic gravity wave profiles to develop undergraduate students' academic literacy

Brooke, Mark ORCID: 0000-0002-3071-6806 (2020) Applying semantic gravity wave profiles to develop undergraduate students' academic literacy. Australian Review of Applied Linguistics, 43 (3). pp. 228-246. doi:10.1075/aral.19012.bro

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Abstract

This study draws on Legitimation Code Theory (LCT), particularly semantic gravity waving, as a strategy for academic literacies practitioners to conceptualise how knowledge in their field might be organised and presented. Students can be guided to notice meanings related to context-dependency at the discourse and lexico-grammatical levels through the presentation of semantic gravity waving profiles. For this study, semantic gravity waving profiles have been found useful for explaining the rationale of a genre pedagogy approach, the structure of an Introduction-Method-Results-Discussion (IMRD) genre, and teaching both lexical coherence for a theoretical framework section, and accurate use of determiners with non-count abstract nouns such as “research”. Therefore, semantic gravity profiling seems to provide explanatory power as a pedagogical tool in the classroom. Findings from a mixed method survey with sixty students as well as extracts from student texts before and after semantic gravity waving profile pedagogical interventions are provided.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Legitimation Code Theory; semantic gravity; knowledge; Introduction-Method-Results-Discussion
Subjects:	L Education > L Education (General) P Language and Literature > PE English
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Mark Brooke
Date Deposited:	25 Oct 2023 10:19
Last Modified:	25 Oct 2023 10:30
URI:	https://eprints.glos.ac.uk/id/eprint/13161

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