Book Cover 1
Half-Title 2
Title 3
Copyright 4
Contents 5
List of figures 7
List of tables 9
List of contributors 10
Part I Discourse on science 12
1 Discourses of science 14
1 RECONTEXTUALISATION 15
2 SEMOGENESIS 16
3 INTERTEXTUALITY 18
4 HEGEMONY 20
REFERENCES 22
2 Emerging perspectives on the many dimensions of scientific discourse 26
LATOUR\u2019S POWER SEMANTICS 27
MYERS\u2019 COOPERATIVE PRAGMATICS OF INTELLECTUAL AGONISM 29
HALLIDAY\u2019S GRAMMATICAL SEMANTICS 30
SOME PERSPECTIVES ON THE HALLIDAYAN VIEW 31
BAZERMAN\u2019S RHETORICAL FORMS FOR SYMBOLIC ACTION 34
LOCATED ACTS OF MEANING 36
NOTE 38
REFERENCES 38
Part II Popularising science 40
Introduction to part II 42
REFERENCE 44
3 Cultivating science 46
INTRODUCTION 46
HOW COMMON IS POPULAR? 47
CULTIVATING SCIENCE 49
AN OVERVIEW OF \u2018LIFE\u2019S LITTLE JOKE\u2019 54
DISCOURSE NEGOTIATION 56
\u2018LIFE\u2019S LITTLE JOKE\u2019 60
THE LAST LAUGH IN \u2018LIFE\u2019S LITTLE JOKE\u2019 69
NOTES 71
REFERENCES 71
4 The \u2018science\u2019 of science fiction 74
MOTHERING THE GENRE: SHELLEY\u2019S FRANKENSTEIN 75
THE FIRST CENTURY A.F. 77
H.G.WELLS 78
THE TWENTIETH CENTURY 79
RE-ENTER THE CYBORG 80
THE \u2018SCIENCE\u2019 OF SCIENCE FICTION 85
REFERENCES 88
FILM AND TELEVISION 91
Part III Recontextualising science 92
Introduction to part III 94
REFERENCES 96
5 Multiplying meaning 98
MULTIMEDIA GENRES IN SCIENCE 98
PRESENTATIONAL, ORIENTATIONAL, AND ORGANIZATIONAL MEANING 102
GENRES WITHIN SCIENTIFIC TEXT 105
Tables as textualisable visual displays 107
Abstract graphs and diagrams 112
Figure, caption, and text 115
MAKING MEANING WITH MULTIPLE SEMIOTICS 120
REFERENCES 122
6 The greening of school science 126
TRADITIONAL SCHOOL SCIENCE AND REPRESENTATIONS OF THE ENVIRONMENT 127
GRAMMATICAL METAPHOR 128
Text 1 128
MIDDLE AND PASSIVE VOICE CLAUSES 129
Text 2 130
TECHNICAL TAXONOMIES 131
ENVIRONMENTALISM AND ECOLOGY 132
THE LANGUAGE OF ENVIRONMENTALISM IN SCHOOLS 134
Text 3 135
Text 4 138
Text 5 140
INTERPERSONAL MEANING IN ENVIRONMENTALIST TEXTS 146
Text 6 147
MERGING IDEATIONAL AND INTERPERSONAL GRAMMAR\u2014CONTROL OF THE WRITTEN MODE 151
VISUAL IMAGES 152
THE LANGUAGE OF ENVIRONMENTALISM: REVOLUTIONARY OR EVOLUTIONARY? 160
NOTES 161
REFERENCES 161
7 Science and apprenticeship 164
INTRODUCTION 164
THE NOTION OF A CURRICULUM MACROGENRE 166
A SCIENCE CURRICULUM MACROGENRE 167
The curriculum initiation 170
The prelude 171
The Expose 173
Consolidation 176
The task specification and the task conference 177
The Curriulum Collaboration 179
The Curriculum Closure 180
The oral procedural recount 180
The written procedure 183
THE PEDAGOGIC SUBJECT IN SCIENCE 185
NOTES 187
REFERENCES 187
Part IV Discourses of science 190
Introduction to part IV 192
REFERENCES 194
8 Things and relations 196
QUESTIONS AND ASSUMPTIONS 196
GRAMMAR AS THEORY OF EXPERIENCE 197
STRATIFICATION AND METAPHOR 199
GRAMMATICAL METAPHOR IN SCIENTIFIC ENGLISH 204
GRAMMATICAL ENERGY: THE SEMOGENIC POWER OF NOMINALISATION 207
THE PAY-OFF: (1) CATEGORISING, TAXONOMIC ORGANISATION 208
THE PAY-OFF: (2) REASONING, LOGICAL PROGRESSION 212
UNPACKING THE METAPHORS: THE \u2018FAVOURITE CLAUSE TYPE\u2019 216
TYPES OF GRAMMATICAL METAPHORS 218
SYNDROMES OF GRAMMATICAL METAPHOR 224
THE DISTILLATION OF TECHNICAL MEANING 232
ONTOGENETIC NOTES 234
REWORDING; REMEANING? 238
APPENDIX: TEXT 1 241
Effects of solutes on growth and metabolism 241
Osmotic tolerance 243
APPENDIX: TEXT 2 243
APPENDIX: TEXT 3 244
Redox potential: the chemical switch 244
NOTES 245
REFERENCES 246
9 Science discourse and industrial hierarchy 248
INTRODUCTION 248
ANALYSIS 253
Levels 1\u20132: job specific or generalised training 254
Level 3: trade certificate or equivalent 256
Level 4: post-trade or equivalent certificate 263
Level 5: advanced certificate to diplomas 265
(1) Classifying by means of post-modifiers 266
(2) Compressing activity sequences as clause elements 267
Level 6: associate diploma to degree 269
Level 7: degree or higher degree 271
CONCLUSION 275
REFERENCES 276
10 Extended reality, proto-nouns and the vernacular 278
INTRODUCTION 278
THE SPECIALIST LEXICONS OF SCIENCE AND TECHNOLOGY 280
Terminology\u2014modes of naming 280
Specialist lexis in science and technology: textual exemplification 281
Text 1\u2014science 286
Text 2\u2014technology 286
LEXICAL EXTENSION VERSUS RE-VALEURISATION 287
Overview of lexical differences 287
Redeployed vernacular lexis 287
Technology 287
Redeployment of vernacular lexis in scientific discourse 289
Technological versus scientific redeployment of the vernacular 290
Acronymisation and specialist terminology 290
The technological preference for the acronym 290
The linguistic properties of the acronym: a general overview 291
Technology and acronym lexicalisation 293
Acronyms in science and technology compared 295
The technological acronym explained 296
Specialised terminology in science: \u2018classical\u2019 categories 299
The preference of science for Greek/Latin borrowings 299
The \u2018classical\u2019 categorisations of science 299
The lexis of \u2018classical\u2019 classification\u2014icons of un-commonsense 301
Technological modes of classification and the \u2018classical\u2019 302
CONCLUSION 304
REFERENCES 305
APPENDIX 306
B-ISDN Interworking: 306
Status of Interworking Recommendations 307
MAN/B-ISDN interworking 307
11 Technicality and abstraction in social science 310
INTRODUCTION 310
SUMMARY OF THE DISTINCTIVE CHARACTERISTICS OF THE DISCOURSE OF SCIENCE 311
DEFINING, CLASSIFYING AND EXPLAINING IN SCIENCE 312
Defining 312
Classifying 313
Explaining 313
SUMMARY OF THE DISTINCTIVE CHARACTERISTICS OF THE DISCOURSE OF THE HUMANITIES 314
A BRIEF HISTORY OF SOCIAL SCIENCE 315
THE PHYLOGENESIS OF TECHNICALITY IN SOCIAL SCIENCE 319
SEMIOTIC DRIFTS WITHIN SOCIAL SCIENCE 319
Logical and experiential 319
Experiential and textual 320
Textual drift 320
Experiential drift: technicality, abstractions and metaphors 325
Summary 327
TECHNICALITY AND ABSTRACTION IN CONTEMPORARY SOCIAL SCIENCE 328
Defining and classifying in sociology 328
TECHNICALITY IN SOCIOLOGY\u2014SUMMARY 336
CONCLUSION 336
REFERENCES 337
12 Construing processes of consciousness 340
THE CONGRUENT FOLK MODEL OF PEOPLE SENSING 342
THE FOLK MODEL CONSTRUED BY THE GRAMMAR IN TEXT 342
RECONSTRUING SENSING AS \u2018THE MIND\u2019 IN COGNITIVE SCIENCE 346
Interleaving clausal and nominal construals of sensing 347
The move to the metaphorical mode of construal in cognitive science 348
The metaphorical mode of construing in cognitive science 350
CONSTRUING OUR EXPERIENCE OF CONSCIOUSNESS 359
Comparison of the two theories of \u2018the mind\u2019 359
The status of cognitive science theory 361
CONCLUSION: A LANGUAGE-BASED CONSTRUAL 364
NOTES 365
REFERENCES 366
Index 370