Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2—clausing and sequencing

Maton, Karl; Doran, Y. J.

doi:10.7764/onomazein.sfl.04

Cited by 7 publications

(7 citation statements)

References 8 publications

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“…Maton and Doran (2017a,b) provide two tools which analyse English discourse in terms of how knowledge is simplified or condensed over time, revealing the cumulative process of knowledge-building. This paper enacts one of these tools -the clausing tool (Maton and Doran, 2017b) -to better understand how the candidate gradually built increasingly complex understandings of her empirical data. The clausing tool essentially identifies and unpacks a number of strategies that are used to build complexity -known in LCT as 'semantic density'over time.…”

Section: Building Complexity In Writing: Theoretical Tools and Methodmentioning

confidence: 99%

“…The clausing tool used in this paper is presented in Table 1. This tool enables a dialogue between data and theory by creating a practical bridge between empirical data -in this case a doctoral dissertation -and the theory (Maton and Doran, 2017b). Such a tool is important as theoretical concepts in LCT often look very different when applied to different phenomena: what is complex in images is not the same as what is complex in language or dance or sport.…”

Section: Building Complexity In Writing: Theoretical Tools and Methodmentioning

confidence: 99%

“…taxonomizing, coordinating, characterizing and establishing (see Maton and Doran (2017b) for a more detailed account of the development of the tool). Each strategy is defined and explained using examples in the table.…”

Section: Building Complexity In Writing: Theoretical Tools and Methodmentioning

confidence: 99%

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Building knowledge with theory: Unpacking complexity in doctoral writing

Wilmot

2020

CriSTaL

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The use of theory to analyse and interpret empirical data is a valued practice in much social science doctoral research. A crucial aspect of this practice involves generating sophisticated theoretical understandings and critiques of phenomena in our social world. Despite the importance of theory, however, few concrete explanations of how to ‘theorise’ exist in literature. This paper addresses this gap by demonstrating how a set of conceptual tools can be used to unpack what the craft of theorising looks like in explicit terms, and to reveal how this ability develops over time during the drafting process of dissertation writing. It does this by drawing on select texts from a successful doctoral dissertation, as well as an earlier draft version. In doing so, the paper provides an in-depth explanation of an essential process of doctoral research that is inherently known by many supervisors, yet seldom unpacked in explicit terms.

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Section: Building Complexity In Writing: Theoretical Tools and Methodmentioning

confidence: 99%

Section: Building Complexity In Writing: Theoretical Tools and Methodmentioning

confidence: 99%

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Building knowledge with theory: Unpacking complexity in doctoral writing

Wilmot

2020

CriSTaL

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“…I also place particular focus on a further development of semantic density, which is epistemic semantic density (ESD) and epistemological condensation (EC) (Maton & Doran 2017a;2017b). ESD and EC attempt to analyse how meaning in English is condensed, firstly into technical words; secondly through grammar which brings these words together into definitions, taxonomies and other complex relationships; and thirdly through organizing, connecting and compressing meaning between sentences and paragraphs.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The framework section of the paper explains the pedagogic methodology of Reading to Learn (Rose 2007;2011), as well as introducing toolkits for analysis from Legitimation Code Theory (LCT) (Maton 2014). The methodology section explains my innovation of using the pedagogic moves from Reading to Learn side by side with toolkits from LCT (Semantics), specifically epistemic semantic density and epistemological condensation (Maton & Doran 2017a;2017b). These toolkits enable me to unpack wordings, grammatical structures and sequencing of ideas within the text for the students, so that they can understand it more accurately before paraphrasing it in their assignments.…”

Section: Introduction and Contextmentioning

confidence: 99%

What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory

Meyer¹

2019

Alternation

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Basil Bernstein dedicated his work to finding solutions to problems in education, applying a series of concepts and toolkits to open up the structures of meaning and knowledge building (Moore 2013). In this same spirit, this paper is focussed on a key problem in South African tertiary education: how to develop an integrated, self-reflexive literacy pedagogy within an introductory first year module at a South African university. In the module Introduction to The New Testament, my aim was to simultaneously develop accurate reading of and writing about a relevant academic text alongside beginning to provide access to the language and terminology of the tertiary level discipline of Biblical Studies. The paper reports on one lesson cycle in this module which follows the pedagogic methodology of Reading to Learn (Rose 2007; 2011). The toolkits for analysis include Legitimation Code Theory (Maton 2014), particularly epistemic semantic density and epistemological condensation (Maton & Doran 2017a; 2017b) side by side with the Power Trilogy (Martin 2103) developed by the Sydney School of Systemic Functional Linguistics. I hope that my use of a 'grammar' of theoretical categories from a community of practice such as Legitimation Code Theory will have the further advantage that my self-reflection is not expressed in isolation, or in terms that cannot be replicated.

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Manipulating texture and cohesion in academic writing: A keystroke logging study

Bowen

Thomas

2020

Journal of Second Language Writing

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Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2—clausing and sequencing

Cited by 7 publications

References 8 publications

Building knowledge with theory: Unpacking complexity in doctoral writing

Building knowledge with theory: Unpacking complexity in doctoral writing

What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory

Manipulating texture and cohesion in academic writing: A keystroke logging study

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