Hi Thomas
Isn't this a question of the content or type of knowledge (CI or CD) being
displayed on the images/animations and how this links to the context of the
material in the lesson or the subject area? Not sure if you have read this one,
but it can help with the application of SG principles to different subject
areas and materials:
Maton, K. (2020). Semantic waves: Context, complexity and academic discourse.
In J.R. Martin, K. Maton, & Y. Doran, (Eds.), Accessing academic discourse
systemic functional
linguistics and legitimation code theory (pp.59-85). London, England: Routledge
Best
David Munn (SFBALEAP, FHEA)/Lecturer in ELT/Student Welfare Advocate
(MAH)/Department of Language Studies/University of Sussex/Arts B225
-----Original Message-----
From: lct-bounce@xxxxxxxxxxxxx <lct-bounce@xxxxxxxxxxxxx> On Behalf Of Thomas
Amundrud
Sent: 02 November 2022 01:11
To: LCT Email List <lct@xxxxxxxxxxxxx>
Subject: [LCT] References analyzing PowerPoint presentations in terms of
semantic gravity
Hi everyone,
I'm analyzing some classroom data, and see the teacher in question using images
and animations on his PowerPoint slides to lower the semantic gravity of the
class content. No doubt others have found similar? If so, please send any
references you know of. Google has not been so helpful on this as of yet.
Thanks in advance,
Thomas Amundrud
