Because school history often relies on reading and writing and has
its own discipline-specific challenges, it is important to
understand the language demands of this content area, the typical
writing requirements, and the language expectations of historical
discourse. History uses language in specialized ways, so it can be
challenging for students to construct responses to historical
events. It is only through a focus on these specialized ways of
presenting and constructing historical content that students will
see how language is used to construe particular contexts. This book
provides the results of a qualitative study that investigated the
language resources that 8th and 11th grade students drew on to
write an exposition and considered the role of writing in school
history. The study combined a functional linguistic analysis of
student writing with educational considerations in the
underresearched content area of history. Data set consisted of
writing done by students who were English language learners and
other culturally and linguistically diverse students from two
school districts in California. The book is an investigation of
expository school history writing and teachers' expectations for
this type of writing. School history writing refers to the kind of
historical writing expected of students at the pre-college levels.
The audience for the book includes researchers and students in
advanced undergraduate and graduate courses in applied linguistics
and education. The book is particularly valuable for those
interested in applications of systemicfunctional linguistics in
education. The issues covered in the book make it appropriate for
those concerned with the expectations and challenges of literacy
development in secondary content area classes.
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