Note: This is the paperback edition of a previously announced book.
"This book makes a major contribution to the study of historical discourse
and while it will be of interest to teachers of history, it will in
addition be of considerable interest to those who work in discourse studies
generally- linguists, applied linguists and educational linguists."
- Frances Christie, Emeritus Professor, University of Melbourne and
Honorary Professor, University of Sydney, Australia.
"Coffin’s functional linguistics perspective provides a rigorous and
comprehensive analysis of the texts of secondary school history, both those
that students read and those they need to learn to write. This is an
original and welcome contribution to debates about how to develop students’
- Mary Schleppegrell, University of Michigan, USA.
Historical Discourse analyses the importance of the language of time, cause
and evaluation in both texts which students at secondary school are
required to read, and their own writing for assessment. In contrast to
studies which have denied that history has a specialised language, Caroline
Coffin demonstrates through a detailed study of historical texts, that
writing about the past requires different genres, lexical and grammatical
structures. In this analysis, language emerges as a powerful tool for
making meaning in historical writing.
Presupposing no prior knowledge of systemic functional linguistics, this
insightful book will be of interest to researchers in applied linguistics
and discourse analysis, as well as history educators.