Contents
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���﷼ v
��(d��o)�x
�� �� viii
Author Biosketch xvii
Preface xviii
SECTION I RECONCEPTUALIZING GRAMMAR�� CURRICULUM�� AND PEDAGOGY 1
Chapter 1 Rethinking the Role of Grammar in Postsecondary English Education 3
1��1 The Grammar Fatigue Syndrome 3
1��2 Are College Students Truly Grammatically Proficient? 6
1��3 Why Is a Content-Driven Model of CBI Not the Solution? 12
1��4 It��s Time for a Language-Driven Model of CBI 14
1��5 The Imperative for Functional Grammar 17
1��6 Conclusion 20
Chapter 2 Functional Grammar for English Teachers 21
2��1 Grammars for Language/Literacy Teaching 21
2��2 Key Principles 23
2��3 Text 25
2��4 Clause and Sentence 26
2��5 Context 27
2��6 Cohesion and Coherence 29
2��7 Genre 31
2��8 Register 33
2��9 Function/Metafunction/Meaning 34
2��10 System 34
2��11 Choice 47
2��12 Conclusion 50
Chapter 3 Redesigning English Curriculum and Pedagogy
for Higher Education 52
3��1 Introduction 52
3��2 A Functional Model of Language 53
3��3 Linguistic Variation Across Academic Disciplines 55
3��4 Implications for English Education 66
3��5 Conclusion 79
SECTION II TEACHING READING 81
Chapter 4 Understanding Text Complexity and Text Difficulty 83
4��1 Introduction 83
4��2 Deconstructing Text Complexity 84
4��3 Understanding Text Difficulty 88
4��4 Linguistic Sources of Comprehension Difficulties in Complex Texts 91
4��5 A Pedagogical Heuristic for Working with Complex Texts 100
4��6 Conclusion 103
Chapter 5 Scaffolding Close Reading of Academic Texts 104
5��1 Language�� Knowledge and Schooling 104
5��2 Instructional Models of Close Reading 106
5��3 Teaching Close Reading Through Functional Grammar Analysis 111
5��4 Conclusion 123
Chapter 6 Promoting Critical Literacy in Disciplinary Learning 124
6��1 Literacy and Disciplinary Learning 124
6��2 Reading Science 125
6��3 SFL for Critical Reading 127<