Currently browsing: Items authored or edited by Caroline Coffin

Twiner, A.; Littleton, K.; Whitelock, D. and Coffin, C. (2021). Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making. Learning, Culture and Social Interaction, 30 Part A, article no. 100520.

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Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise (2019). New approach to educational interaction: Sociocultural discourse analysis meets multimodal
analysis. In: European Association for Research on Learning and Instruction, 12-16 Aug 2019, Aachen, Germany.

Coffin, Caroline (2017). Introduction to part II: Systemic Functional Linguistics: A theory for integrating content-language learning (CLL). In: Llinares, Ana and Morton, Tom eds. Applied Linguistics Perspectives on CLIL. John Benjamins Publishing Company, pp. 91–103.

Coffin, Caroline and Donohue, James (2014). A Language as Social Semiotic Based Approach to Teaching and Learning in Higher Education. Language Learning Monograph Series. Malden, MA: John Wiley & Sons Inc..

Twiner, Alison; Littleton, Karen; Coffin, Caroline and Whitelock, Denise (2014). Meaning making as an interactional accomplishment: a temporal analysis of intentionality and improvisation in classroom dialogue. International Journal of Educational Research, 63 pp. 94–106.

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Coffin, Caroline (2013). Systemic functional linguistics and discourse analysis. In: Hyland, Ken ed. Discourse Studies Reader: Essential Excerpts. London: Bloomsbury Academic.

Coffin, Caroline (2013). Interview with M.A.K. Halliday. In: Martin, J. R. ed. Interviews with M.A.K. Halliday: Language turned back on itself. London: Bloomsbury Academic.

Coffin, Caroline (2013). Using systemic functional linguistics to explore digital technologies in educational contexts. Text and Talk, 33(4/5) pp. 497–522.

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Coffin, Caroline; Hewings, Ann and North, Sarah (2012). Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university. Journal of English for Academic Purposes, 11(1) pp. 38–51.

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Coffin, Caroline and Donohue, James P. (2012). Academic literacies and systemic functional linguistics: how do they relate? Journal of English for Academic Purposes, 11(1) pp. 64–75.

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Coffin, Caroline and Donohue, James P. (2012). Guest Editorial: Coffin, C. and Donohue, J.P. English for Academic Purposes: contributions from Systemic Functional Linguistics and Academic Literacies. Journal of English for Academic Purposes, 11(1) pp. 1–3.

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Shrestha, Prithvi and Coffin, Caroline (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1) pp. 55–70.

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Donohue, James and Coffin, Caroline (2012). Health and social care professionals entering academia: Using functional linguistics to enhance the learning process. Journal of Applied Linguistics and Professional Practice, 9(1) pp. 37–60.

Coffin, Caroline (2010). Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly). NALDIC, Reading, UK.

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Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise (2010). Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: a discussion. Technology, Pedagogy and Education, 19(2) pp. 211–223.

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Hewings, A.; Coffin, C. and North, S.P. (2009). E-conferencing: Corpus and Discourse Insights. In: Charles, M.; Pecorari, D. and Hunston, S. eds. Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 129–151.

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Coffin, C.; Lillis, T. and O'Halloran, K. eds. (2009). Applied linguistics methods: A reader. London, UK: Routledge.

Coffin, Caroline and O'Halloran, Kieran A. (2009). Argument reconceived? Educational Review, 61(3) pp. 301–313.

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Coffin, C. (2009). Contemporary educational argumentation: A multimodal perspective. Argumentation, 23(4) pp. 513–530.

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Coffin, Caroline and O'Halloran, Kieran (2009). Describing English. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. Routledge Companions. London: Routledge, pp. 11–41.

Coffin, Caroline; Donohue, James and North, Sarah (2009). Exploring Grammar: From Formal to Functional. Routledge.

Coffin, C.; North, S. and Martin, D. (2009). Exchanging and countering points of view: a linguistic perspective on school students' use of electronic conferencing. Journal of Computer Assisted Learning, 25(1) pp. 85–98.

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Coffin, Caroline Jane (2009). Incorporating and evaluating voices in a Film Studies thesis. Writing and Pedagogy, 1(2) pp. 163–193.

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Coffin, Caroline and O'Halloran, Kieran (2009). Finding the global groove: Theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. In: Coffin, Caroline; Lillis, Theresa and O'Halloran, Kieran eds. Applied Linguistics Methods: A Reader- Systemic Functional Linguistics, Critical Discourse Analysis, Ethnography. Abingdon, UK: Routledge / The Open University.

Coffin, Caroline and Derewianka, Beverley (2008). Multimodal layout in school history books: The texturing of historical interpretation. In: Thompson, Geoff and Forey, Gail eds. Text type and Texture. Functional Linguistics. UK: Equinox.

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North, Sarah; Coffin, Caroline and Hewings, Ann (2008). Using exchange structure analysis to explore argument in text-based computer conferences. International Journal of Research and Method in Education, 31(3) 257 -276.

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Coffin, Caroline and O'Halloran, Kieran (2008). Researching argumentation in educational contexts: new methods, new directions. International Journal of Research and Method in Education, 31(3) pp. 219–227.

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Coffin, Caroline and Derewianka, Beverly (2008). Time visuals in history text books: some pedagogic issues. In: Unsworth, Len ed. Multimodal semiotics: Functional analysis in contexts of education. UK: Continuum.

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Hewings, A. and Coffin, C. (2007). Writing in multi-party computer conferences and single authored assignments: Exploring the role of writer as thinker. Journal of English for Academic Purposes, 6(2) pp. 126–142.

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Mayor, Barbara; Hewings, Ann; North, Sarah; Swann, Joan and Coffin, Caroline (2007). A Linguistic analysis of Chinese and Greek L1 scripts for IELTS Academic Writing Task 2. In: Taylor, Linda and Falvey, Peter eds. IELTS Collected Papers: Research in speaking and writing assessment. Studies in language testing (19). Cambridge, UK: Cambridge University Press, pp. 250–315.

Coffin, C. (2007). The language and discourse of argumentation in computer conferencing and essays. Economic and Social Research Council, Swindon, UK.

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Martin, Dave; Coffin, Caroline and North, Sarah (2007). What’s your claim? Developing pupils’ historical argument skills using asynchronous text based computer conferencing. Teaching History, 2007(126) 32 -37.

Coffin, Caroline (2006). Historical discourse: the language of time, cause and evaluation. Continuum Discourse. UK: Continuum.

Coffin, C. (2006). Reconstruing 'personal time' as 'collective time': learning the discourse of history. In: Whittaker, Rachel; O'Donnell, Mick and McCabe, Anne eds. Language and literacy: functional approaches. Language and Education and Linguistics. UK: Continuum.

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Hewings, Ann; Coffin, Caroline and North, Sarah (2006). Supporting undergraduate students’ acquisition of academic argumentation strategies through computer conferencing. Higher Education Academy, UK.

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Hewings, Ann and Coffin, Caroline (2006). Formative interaction in online writing: making disciplinary expectations explicit. In: Hyland, Ken and Hyland, Fiona eds. Feedback in Second Language Writing: contexts and issues. Cambridge Applied Linguistics. Cambridge, UK: Cambridge University Press.

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Coffin, Caroline (2006). Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4) pp. 413–429.

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Coffin, C. and O'Halloran, K. (2006). The role of appraisal and corpora in detecting covert evaluation. Functions of Language, 13(1) pp. 77–110.

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Coffin, Caroline (2006). Mapping subject-specific literacies. NALDIC Quarterly, 3(3) pp. 13–26.

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Coffin, C. and O'Halloran, K. (2005). Finding the global groove: theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. Critical Discourse Studies, 2(2) pp. 143–163.

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Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Argumentation in a multi party asynchronous computer mediated conference: a generic analysis. Australian Review of Applied Linguistics, S19 pp. 41–63.

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Coffin, C. and Hewings, A. (2005). Engaging electronically: using CMC to develop students' argumentation skills in Higher Education. Language and Education, 19(1) pp. 32–49.

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Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Patterns of debate in tertiary level asynchronous text-based conferencing. International Journal of Educational Research, 43(7-8) pp. 464–480.

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Coffin, Caroline and Hewings, Ann (2005). Language, learning and electronic communications media. International Journal of Educational Research, 43(7-8) pp. 427–431.

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O'Halloran, K. A. and Coffin, C. eds. (2005). Getting Started. Describing the grammar of speech and writing. Milton Keynes, U.K.: The Open University.

Coffin, C. ed. (2005). Getting Practical: Evaluating Everyday Texts (2nd ed). Milton Keynes, U.K.: The Open University.

Coffin, Caroline and O'Halloran, Kieran (2005). Packaging and Staging information. In: O'Halloran, K. A. ed. Getting Inside English: Interpreting Texts. Milton Keynes, U.K.: The Open University, pp. 49–100.

Coffin, Caroline (2005). Organising messages. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 105–148.

Coffin, Caroline (2005). Making a text hang together: The role of lexical cohesion. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 149–196.

Coffin, Caroline (2005). Making a text hang together: the role of grammatical devices. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 197–254.

Coffin, Caroline (2004). Arguing about how the world is or how the world should be: the role of argument in IELTS Test. Journal of English for Academic Purposes, 3(3) pp. 229–246.

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Coffin, Caroline and Hewings, Ann (2004). Grammar in the construction of on-line discussion messages. In: Coffin, Caroline; Hewings, Ann and O’Halloran, Kieran eds. Applying English grammar: functional and corpus approaches. London, UK: Hodder-Arnold.

O'Halloran, Kieran and Coffin, Caroline (2004). Checking over-interpretation and under-interpretation: help from corpora in critical linguistics. In: Coffin, Caroline; Hewings, Ann and O'Halloran, Kieran eds. Applying English grammar: functional and corpus approaches. Hodder & Stoughton Educational, pp. 275–297.

Coffin, C.; Hewings, A. and O'Halloran, K. eds. (2004). Applying English Grammar: Corpus and Functional Approaches. London, UK: Hodder Arnold.

Coffin, Caroline and Hewings, Ann (2004). IELTS as preparation for tertiary writing: distinctive interpersonal and textual strategies. In: Ravelli, Louise J. and Ellis, Robert A. eds. Analysing academic writing. Open linguistics series. London, UK: Continuum Publishing Group.

Coffin, Caroline and Mayor, Barbara (2004). Texturing writer and reader reference in novice academic writing. In: Banks, David ed. Text and texture. Paris, France: l'Harmattan.

Coffin, Caroline (2004). Learning to write history: the role of causality. Written Communication, 21(3) pp. 261–289.

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Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan (2003). Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge.

Painter, Clare; Coffin, Caroline and Hewings, Ann (2003). Impacts of directed tutorial activities in computer conferencing: a case study. Distance Education, 24(2) pp. 159–173.

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Coffin, C. (2003). Exploring different dimensions of language use. ELT Journal, 57(1) pp. 11–18.

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Coffin, Caroline (2003). Spoken English and the question of grammar: the role of the functional model. In: Qualifications and Currriculum Authority ed. New perspectives on English in the Classroom. London, UK: Qualifications and Curriculum Authority, pp. 14–18.

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Coffin, Caroline (2003). Reconstruals of the past - settlement or invasion?: the role of JUDGEMENT analysis. In: Martin, J.R. and Wodak, Ruth eds. Re/reading the past: critical and functional perspectives on time and value. Discourse approaches to politics, society and culture (8). Amsterdam, Netherlands: John Benjamins Publishing Company, pp. 219–246.

Coffin, Caroline and Hewings, Ann (2003). Writing for different disciplines. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 45–72.

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Coffin, Caroline and Goodman, Sharon (2003). Academic writing in an electronic environment. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 130–157.

Coffin, Caroline (2002). The Voices of History: theorising the interpersonal semantics of historical discourses. Text, 22(4) pp. 503–528.

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Coffin, Caroline (2001). Theoretical approaches to written language: A TESOL perspective. In: Burns, Anne and Coffin, Caroline eds. Analysing English in a Global Context: A Reader. Teaching English Language Worldwide. London: Routledge, pp. 93–122.

Burns, A. and Coffin, C. eds. (2000). Analysing English in a Global Context. Teaching English Language Worldwide. London: Routledge.

Coffin, Caroline (2000). Defending and challenging interpretations of the past: The role of argument in school history. Revista Canaria de Estudios Ingleses, 40 pp. 135–153.

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Blair, Maud; Bourne, Jill; Coffin, Caroline; Creese, Angela and Kenner, Charmian (1998). Making the difference: Teaching and learning strategies in successful multi-ethnic schools. DfEE, London.

Coffin, Caroline (1997). Constructing and giving value to the past: An investigation into secondary school education. In: Christie, Frances and Martin, J. R. eds. Genres and Institutions: Social Processes in the Workplace and School. Open Linguistics Series. London: Cassell, pp. 196–230.

Veel, Robert and Coffin, Caroline (1996). Learning to think like an historian: The language of secondary school history. In: Hasan, Ryqaiya and Williams, Geoff eds. Literacy in Society. Applied Linguistics and Language Study. London: Longman, pp. 191–231.

Coffin, Caroline (1996). Exploring Literacy in School History. Erskineville, NSW, Australia: Metropolitan East Disadvantaged Schools Program, NSW Dept. of School Education.

Coffin, Caroline; Brook, Rosemary and Humphrey, Sally (1996). The Australian Identity: A Unit of Work for Junior Secondary History. Write it right: resources for literacy and learning. Erskineville, NSW, Australia: Disadvantaged Schools Program, Metropolitan East Region, NSW Dept. of School Education.