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This book shows how Systemic Functional Linguistics may be used to
explore and explain the grammar of scientific examination
questions. The author outlines the key elements of this theory and
identifies problematical structures that affect the linguistic
validity of such education assessment questions. This book also
shows how examination questions may provide insight into the
relationship between teaching and language in science. Do
candidates give an incorrect answer because they do not understand
the topic or because they do not understand the language by which
the question is framed? This book shows how the analysis of
scientific examination questions can answer this question. These
chapters show how contemporary linguistics can inform the
assessment of science and address topics including: the role of
images, lexicography, the morphology of sentences, semantic
discontinuity and the active reader. An example question is used
throughout the text to illustrate the theories and each chapter has
its own useful summary, making it a very readable work.
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