A cognitive stylistics approach to grammar for writing in teacher-student writing conferences
In his thesis by publication, Brett synthesised the theory of cognitive stylistics and dialogic pedagogy to construct a situated concept of embodied grammar-for-writing. Through empirical investigation and the application of theory, his work has demonstrated how teachers can scaffold primary student...
| Main Author: | |
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| Format: | Thesis |
| Published: |
Curtin University
2024
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| Online Access: | http://hdl.handle.net/20.500.11937/95695 |
| _version_ | 1848766045287874560 |
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| author | Healey, Brett William |
| author_facet | Healey, Brett William |
| author_sort | Healey, Brett William |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In his thesis by publication, Brett synthesised the theory of cognitive stylistics and dialogic pedagogy to construct a situated concept of embodied grammar-for-writing. Through empirical investigation and the application of theory, his work has demonstrated how teachers can scaffold primary students’ authorial processes during writing conferences by focusing on linguistic decisions designed to create narrative imagery that appeals to the reader. His work makes a significant contribution to the pedagogy of writing. |
| first_indexed | 2025-11-14T11:44:54Z |
| format | Thesis |
| id | curtin-20.500.11937-95695 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:44:54Z |
| publishDate | 2024 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-956952024-08-23T06:29:14Z A cognitive stylistics approach to grammar for writing in teacher-student writing conferences Healey, Brett William In his thesis by publication, Brett synthesised the theory of cognitive stylistics and dialogic pedagogy to construct a situated concept of embodied grammar-for-writing. Through empirical investigation and the application of theory, his work has demonstrated how teachers can scaffold primary students’ authorial processes during writing conferences by focusing on linguistic decisions designed to create narrative imagery that appeals to the reader. His work makes a significant contribution to the pedagogy of writing. 2024 Thesis http://hdl.handle.net/20.500.11937/95695 Curtin University restricted |
| spellingShingle | Healey, Brett William A cognitive stylistics approach to grammar for writing in teacher-student writing conferences |
| title | A cognitive stylistics approach to grammar for writing in teacher-student
writing conferences |
| title_full | A cognitive stylistics approach to grammar for writing in teacher-student
writing conferences |
| title_fullStr | A cognitive stylistics approach to grammar for writing in teacher-student
writing conferences |
| title_full_unstemmed | A cognitive stylistics approach to grammar for writing in teacher-student
writing conferences |
| title_short | A cognitive stylistics approach to grammar for writing in teacher-student
writing conferences |
| title_sort | cognitive stylistics approach to grammar for writing in teacher-student
writing conferences |
| url | http://hdl.handle.net/20.500.11937/95695 |