Historical Discourse

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ISBN: 9781847065735 | 1847065732
Cover: Paperback
Copyright: 3/1/2009

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In contrast to studies which have denied that history has a specialised language, Caroline Coffin demonstrates through a detailed study of historical texts, that writing about the past requires different genres and lexical and grammatical structures. In this analysis, language emerges as a powerful tool for making meaning in historical writing.

List of figures	p. ix
List of tables	p. xi
Preface	p. xiii
Introduction: why history?	p. 1
Why investigate historical discourse?	p. 1
Why study history?	p. 2
How do different views of history affect ways of writing about the past?	p. 3
Can historical writing be described as objective?	p. 8
Narrative or argument?	p. 10
What makes history a demanding subject?	p. 10
What is meant by discourse analysis?	p. 11
How can discourse analysis be applied to educational contexts?	p. 12
Why draw on systemic functional linguistics as a framework for discourse analysis?	p. 14
Who is the book for and how is it organized?	p. 14
The systemic functional linguistic approach to discourse analysis	p. 18
A systemic functional linguistic view of language: system and instance	p. 19
The cultural context and the notion of genre	p. 27
The social context and the notion of register	p. 29
Register, meaning and language	p. 38
Ideology and the development of social subjectivities	p. 41
Summary	p. 42
The role of the recording genres	p. 44
Genre as a way of 'modelling' text structure	p. 45
The genres of school history	p. 47
Recording history	p. 48
The role of the recording genres in history textbooks	p. 61
The recording genres: a summary	p. 64
The role of the explaining and arguing genres	p. 66
Explaining history	p. 67
The role of the explaining genres in history textbooks	p. 72
The explaining genres: a summary	p. 74
Arguing about history	p. 76
The role of the arguing genres in history textbooks	p. 87
The arguing genres: a summary	p. 90
Recording, explaining and arguing about the past: concluding comments	p. 91
Learning historically valued representations of time	p. 95
The cultural context: time concepts and constructs	p. 97
From recording to arguing about the past: reconfiguring time	p. 100
Temporal categories	p. 101
Writing successful history texts: expanding the language of time	p. 107
Textbook representations of time	p. 110
Conclusion: learning the language of time	p. 114
Building different types of causal explanations	p. 116
From recording to arguing about the past: reconfiguring cause	p. 117
Causal categories	p. 120
Writing successful history texts: expanding the language of cause-and-effect	p. 130
The role of cause-and-effect in historical knowledge construction	p. 136
Text book representations of cause-and-effect	p. 136
Conclusion: learning the language of cause-and-effect	p. 138
Responding to, judging and assessing past events	p. 139
Appraisal: an overview	p. 141
Resources for judging past behaviour	p. 144
The effect of Appraisal choices on student writing	p. 147
The voices of history: recorder, appraiser and emoter	p. 150
Writing successful history texts: expanding voices	p. 157
Writing successful history texts: developing evaluative meaning across a text	p. 159
Detecting evaluative meaning in primary and secondary sources	p. 162
Conclusion: learning the language of evaluation	p. 166
Educational implications and applications	p. 167
Key issues in history: a language-based view	p. 169
Teaching and learning history - a language-based model	p. 171
Concluding comment	p. 176
Appendix	p. 177
Glossary	p. 187
Bibliography	p. 195
Index	p. 203
Table of Contents provided by Ingram. All Rights Reserved.

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Historical Discourse

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