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Mapping subject-specific literacies

. NALDIC Quarterly, 3 (3): 13--26 (2006)<b>Copyright</b><br></br>Copyright for individual contributions remains vested in the authors to whom applications for rights toreproduce should be made. NALDIC Quarterly should always be acknowledged as the original source ofpublication.NALDIC retains the right to republish any of the contributions in this issue in future NALDIC publicationsor to make them available in electronic form for the benefit of its members. For further information contactpublications@naldic.org.uk.

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Mapping subject-specific literacies. NALDIC Quarterly, 3 (3): 13--26 (2006)<b>Copyright</b><br></br>Copyright for individual contributions remains vested in the authors to whom applications for rights toreproduce should be made. NALDIC Quarterly should always be acknowledged as the original source ofpublication.NALDIC retains the right to republish any of the contributions in this issue in future NALDIC publicationsor to make them available in electronic form for the benefit of its members. For further information contactpublications@naldic.org.uk.English for Academic Purposes: Contributions from systemic functional linguistics and Academic Literacies, and . Journal of English for Academic Purposes, 11 (1): 1 - 3 (2012)<ce:title>English for Academic Purposes: contributions from Systemic Functional Linguistics and Academic Literacies</ce:title>.Contemporary Educational Argumentation: A Multimodal Perspective. Argumentation, 23 (4): 513-530 (2009)Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly). (October 2010)Finding the global groove, and . Critical Discourse Studies, (October 2005)Mapping subject-specific literacies. NALDIC Quarterly, 3 (3): 13-26 (2008)‘Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum’, Journal of Curriculum Studies, vol. 38, no. 4. pp. 413–29. Open Research Online, (2006)Exchanging and countering points of view: a linguistic perspective on school students' use of electronic conferencing., , and . J. Comput. Assist. Learn., 25 (1): 85-98 (2009)