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From Modern English Teacher Vol.26(2)

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Sophia

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Hi everyone. We're honoured that our article has been selected for the 1st Bookclub of 2018. LCT's dimension of Semantics is being used in a wide variety of educational contexts around the world and has transformed the way we teach. Our students report that it provides a clear visual representation of text analysis and development. Below is a link to the video which is being used to teach reflective writing in EAP courses at Monash College, Melbourne. We hope you find the ideas useful and look forward to discussing the notion of 'surfing the wave' further. Daniel

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Reflective writing is increasingly common in academic contexts. This form of knowledge building requires students to draw connections between relatively context-independent ideas, e.g. theory, and context-dependent ideas, e.g. specific case studies or personal experience.

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I'm fascinated by this approach as I have always found the topic sentence and supporting sentence approach difficult to get across to students. They tend to paraphrase rather than extend. Have you found that sts still tend to fall back on paraphrasing/ repeating the same info, or has it transformed the way they approach writing?
Claire

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Does the approach work for most para structures or is it best used for reflective/ summary work?

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Does the approach work for most para structures or is it best used for reflective/ summary work?

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I really appreciated this article . I am a teacher trainer and have often been challenged with the delivery of PD on subject/academic literacy .

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Would it be supportive, if we are teaching descriptive non fiction text structure, to have learners isolate the example first and then create the more lexically dense topic/support/concluding sentences?
Martin

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Do you have examples of how this works for other nonfiction text structures: compare and contrast, cause and effect, etc.?

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Do you have examples of how this works for other nonfiction text structures: compare and contrast, cause and effect, etc.?

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I see the advantages of understanding LCT when teaching in the content areas. Do you have any suggestions of how this can be used in a systems context, where many students struggle with Academic language, ( Often referred to as the 'Grade Four Slump ') even though they are native speakers?

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I see the advantages of understanding LCT when teaching in the content areas. Do you have any suggestions of how this can be used in a systems context, where many students struggle with Academic language, ( Often referred to as the 'Grade Four Slump ') even though they are native speakers?

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In the Example Paragraph 2,  used in the article, the example rests in the area of semantic gravity ( Different types of food . . .lower lexical complexity). If learners established the example used to illustrate the main point, I'm thinking they will be able to write the more complex lexical components of the paragraph with greater clarity. Just a thought. 

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In the Example Paragraph 2,  used in the article, the example rests in the area of semantic gravity ( Different types of food . . .lower lexical complexity). If learners established the example used to illustrate the main point, I'm thinking they will be able to write the more complex lexical components of the paragraph with greater clarity. Just a thought. 

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Do you think this theory can apply to other types of text - not just different essay types - but it could help explain other genres too, right? The waves might not be waves but but more like the straight line graphs - as different purpose and audience requires different lexical choices. I find it a helpful visualisation anyway! Sophia