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(North 2005: 435) gqR$5i$Framework and classification of data%%$T-unit: "an independent clause together with all hypotactically related clauses which are dependent on it" (Fries 1994: 229) Topical theme: typically fills a participant role within the clause and is most commonly found to be the grammatical subject (or the subject of the main proposition) Orienting theme: the elements preceding the topical theme Textual  makes "explicit the way the clause relates to the surrounding discourse" (Halliday 2004: 83) Experiential  may contain fronted hypotactic clauses and  experiential elements which do not fill participant roles (mainly circumstantial adjuncts)" (North 2005: 438) Interpersonal  typically expresses the speaker's "own angle on the matter in hand" (Halliday 2004: 84)_ZxZw *ST1h2An overview of orienting themes across disciplines"32j2Interpersonal themes in the BAWE material Examples&3) 1) Modal adjunct Clearly force is essential to the complete turn around of rebellious individuals in 1984, (BAWE3003c) 2) Interrogative / inversion Does this leave the individual with any hope? (BAWE3003c) 3) Imperative Consider the use of plastic gears for one stage of speed reduction. (BAWE0023e) 4) Personal projecting clause In both novels, Orwell suggests that every system of power will inevitably abuse the use of language as mechanisms of control, (BAWE3007a) 5) Non-personal projecting clause It is possible that this is more than a criticism of the Bible itself but of the  canonizing process , which Ostriker also argues has  throughout history rested, not accidentally but essentially, in the silencing of women. (BAWE3006k)0Z2gZ0Z2;Z0Z2Z"0Z2ZR ) : [ " jwk4Distribution of interpersonal themes per 100 t-units"54s!Interpersonal themes: Projection ""!  t Interpersonal themes: projection  u-Disciplinary Differences: Personal Projection..- v1Disciplinary Differences: Non-Personal Projection221 w!Mediated or second order learning!  x Health Care  yConclusion 2nd year Health Care*   z Anthropology  Key focus: Literature as point of departure (P + NP Non-Self) Lack of explicit self (P/Self). Use of NP Self. Example of  pattern or clusters of interpersonal theme (projection): Personal Non-Self: arguments in the literature*//{English Studies Few Interpersonal themes (twice as many Textual and Experiential) Extensive referencing and quotation exists but little projection: point of departure Integrated into main clause (use of numerical index system)6&t| 8In both novels the dystopic totalitarian regimes purport ways of living in a disturbingly collective manner. In the world of  1984 the distortion of reality by the omnipresent Big Brother creates a society absent of purpose and without the freedom of individual choice. In The Handmaid s Tale the abundance of biblical imagery, and allusion to various narratives of the Bible generates a harrowing image of a futuristic patriarchal society, which legitimates the humiliation and enslavement of women with literal interpretations of scripture. However, what I would also argue as a key idea in both novels, and also feminist hermeneutics, is the importance of the preservation of the individual self within the larger, collective body. In particular, feminist readings of the Bible, and indeed Atwood s novel itself, demonstrate that the voices of these individuals should not, and will not, remain silenced. (conclusion n_R\& } Engineering  No P/ Non-Self and few NP Non-self. (few references and citation) Little explicit  Self (P/ Self). There is use of NP/Self NP/ Non-self / Internal  refers to data or proposition established in student s text.   References   Fries, P. H. 1994. On Theme, Rheme and Discourse Goals. In Coulthard, M. (ed.) Advances in Written Text Analysis. London/ New york: Routledge. Halliday, M.A.K. 2004. An Introduction to Functional Grammar. 3rd edition, revised by C.M.I.M. Matthiessen. London: Arnold. Hyland, K. 2005. Stance and engagement: a model of interaction in academic discourse. Discourse Studies 7 (2). 173-192. Laurillard, D. (1993). Rethinking University Teaching - a Framework for the Effective Use of Educational Technology. London: Routledge. Mauranen, A. 1993. Theme and Prospection in Written Discourse. In Baker, M., G. Francis and E. Tognini-Bonelli (eds.) Text and Technology. In Honour of John Sinclair. Philadelphia / Amsterdam: John Benjamins Publishing Company. 95-114. Nesi, H., S. Gardner, R. Forsyth, D. Hindle, P. Wickens, S. Ebeling, M. Leedham, P. Thompson, and A. Heuboeck. 2005. Towards the compilation of a corpus of assessed student writing: An account of work in progress. In Danielsson, P. and M. Wagenmakers (eds.) Proceedings from The Corpus Linguistics Conference Series, Vol. 1, no. 1. http://www.corpus.bham.ac.uk/PCLC/ North, S. P. 2003. Emergent disciplinarity in an interdisciplinary course: theme use in undergraduate essays in the history of science. PhD Dissertation. The Open University. North, S. 2005. Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics 26/3. 431-452. Wickens, P. 2001. Computer Based Learning and Changing Legal Pedagogic Orders of Discourse in UK Higher Education: A Comparative Critical Discourse Analysis of the TLTP materials for Law PhD Dissertation, University of Warwick; s0PO!6% (\/I;Es}bb,b; : 7X !l  Y# /0CEFHJKLQRSTUVWXYZ[\]P   0` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@n?" dd@ @` n?" dd@   @@``PT   @ ` `p>> jb(    6 "  X Click to edit Master title style!!  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O z0___PPT10:___PPT9 XSelf8 " &#  Tv?o L___PPT10,$___PPT9tl $DThis essay argues that This example shows that This quote shows that " . " & " &  " & 0    T? o L___PPT10,$___PPT9tl 'GThe results of this may show that These showed that This suggests that" " & " !& " &  " & 0!  J  T?o D___PPT10$r___PPT9TL 0The graph shows that The results have shown thatl "  " & " &  " (    Td?o L___PPT10,$___PPT9tl *JThese actions suggest This symbolises that This passage also suggests that " 5 " & " &  " & 0   [  B|?oz0___PPT10:___PPT9 W0.78( " & #[  Bx? oz0___PPT10:___PPT9 W1.18( " & #[  BH? oz0___PPT10:___PPT9 W2.08( " & #[  B؟?oz0___PPT10:___PPT9 W1.68( " & #`  Bȵ? z0___PPT10:___PPT9 \internal8 ( " & #>  TĻ?MD___PPT10$r___PPT9TL 0It has been suggested It has been predicted thatl "  " & " &    I  T? MD___PPT10$r___PPT9TL UStudies have shown that Statistics have shown that It has always been understood thatRV " & " & #   >  TP?M z0___PPT10:___PPT9 othe turnover data suggests that4 " & #D  TP?M8___PPT10N___PPT90( feminist readings of the Bible, and indeed Atwood s novel itself, demonstrate that6S " R& " R [  B?Mz0___PPT10:___PPT9 W2.58( " & #[  B? Mz0___PPT10:___PPT9 W3.88( " & #[  B? Mz0___PPT10:___PPT9 W0.58( " & #[  B`?Mz0___PPT10:___PPT9 W0.68( " & #`  Bd?z0___PPT10:___PPT9 \external8 ( " & #S   <4?z0___PPT10:___PPT9 U3.26( " "#S ! <|? z0___PPT10:___PPT9 U4.96( " "#S " <? z0___PPT10:___PPT9 U2.66( " "#S # <?z0___PPT10:___PPT9 U2.36( " "#Z $ <?z0___PPT10:___PPT9 \Non-Self8 " & #` % <$ ?z0___PPT10:___PPT9 b Anthropology: ( "  &#Z & < ? z0___PPT10:___PPT9 \Health:( " &#_ ' <? z0___PPT10:___PPT9 a Engineering: ( "  &#[ ( <|?z0___PPT10:___PPT9 ]English:( " &# ) <!? V  @``B * 01 ?`B + 01 ?  `B , 01 ? `B - 01 ? `B . 01 ?`B / 01 ? `B 0 01 ? `B 1 01 ?  `B 2 01 ? `B 3 01 ?`B 4 01 ?`B 5 01 ?MM`B 6 01 ?  `B 7 01 ?oo`B 8 01 ?O O 2 9 6̙\O ,$D  02 : 6̙\O]@ ,$D  02 ; 6̙G ,$@ 0H  0޽h ? ̙33  ___PPT10 . +#.<*;%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*:%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*:D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*:Dn' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*9%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*9D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*9+7 T 0    (  z dj   jd ,$@ 0 x o$R 3  c"$dj N  S X99?x o$RT  3  ?l   Disciplinary Literature Textbooks Research Literature LecturesR ' g&f@   3 ?  Student Writing D gg    3 -? /$ $ Object of Study 0 g <  # ?m B   3 Z?|!= <   # A& <   # A% { x   c $G      6|m=,$D 0  s *HIc Tv,$D 0 xTeaching in HE is  & a rhetorical activity, seeking to persuade students to change the way they experience the world (and to) enable students to learn the descriptions of the world devised by others. (& ) It is mediated learning, allowing students to acquire knowledge of someone else s way of experiencing the world.  Laurillard (1993) p28-29pf x+I,M   0 ,$D 0H  0޽h ? ̙33  ___PPT10 .+2mDS ' = @B D ' = @BA?%,( < +O%,( < +D' =%(Du' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<* %(+8+0+0 + W 0 f^(  x  c $p   X  0hrdJy ,$@ 0 8Draws equally on literature (P + NP Non-Self) and personal (P + NP Self) as point of deparutre to orientate reader. Key epistemology is of reflective practitioner: evident in P/ Self. Clusters of Interpersonal themes. E.g. in conclusion Projection gives reflective distance and integrates two elements.@ 2 2 29U n  mI  # #"} <$D 0   <Ta?mI,F>6___PPT9 ERheme$ " B   <?tm,F>6___PPT9 Gtopical$ " B   <H?mt,F>6___PPT9 I Orienting$ "  B  <x?,I z0___PPT10:___PPT9 is personally responsible for ensuring that practice meets legal requirements and maintaining professional competence, which means keeping up to date with new procedures and policies (NMC 2002).8 " fbc   <?t, z0___PPT10:___PPT9 eeach practitioner8 " fb   <p?,t z0___PPT10:___PPT9 *I was also unaware that post registration,L+ " ffb`B   01 ?mIm`B   01 ? I `B   01 ?m `B  01 ?ImI `B  01 ?tmt `B  01 ?m ZB  s *1 ?,I,H  0޽h ? ̙332 * ___PPT10 ..0P/+}D ' = @B D ' = @BA?%,( < +O%,( < +D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*t%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*t%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =%(Dh' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*9%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(+8" X 0 O!G!  (  x  c $D   '  'jw # #"*1j'w   < ?"`JjHF>6___PPT9 ERheme$ " B  < ?"`jJHF>6___PPT9 Gtopical$ " B/  < ?"`'jHF>6___PPT9 _ Orienting$ "  B @`  <4?Jc wz0___PPT10:___PPT9 are times when an individual may need an intervention even though they don t want it  4X " W%!x V { |S  <?c Jwz0___PPT10:___PPT9 Uthere4 " %!   <?'c wz0___PPT10:___PPT9 QMost practitioners though, particularly in the mental health field recognise thatZR " %*%%!x V { |d   <<?JN c z0___PPT10:___PPT9 fshould not be allowed.4 " %!Z   <?N Jc z0___PPT10:___PPT9 \ the practice4 "  %!   <|?'N c z0___PPT10:___PPT9 IKant would argue that since his categorical imperative cannot be applied,FJ " %4%!   <D?JN z0___PPT10:___PPT9 Swill ever be detailed by the letter of the law since this could lead to its abuse. 4T " S%!  < ?JN z0___PPT10:___PPT9 .the practice of covert medicine administration4/ " .%!x V { |  <\ ?'N z0___PPT10:___PPT9 Although the Mental Capacity Bill (2005) has made the guidelines about non-consensual treatment clearer, it is highly unlikely thatH " i%%!x V { |  < ?J\z0___PPT10:___PPT9 Scase study has illustrated some of the areas that should be considered by the team.4T " S%!F  < ?\Jz0___PPT10:___PPT9 Hthis( " %q  <P$ ?'\z0___PPT10:___PPT9 sand I hope thatH " % %!x  <1 ?JH\z0___PPT10:___PPT9 z(is not one that should be taken lightly () " )%  << ?HJ\z0___PPT10:___PPT9 5The decision to deceive someone about their treatment(6 " 6%  <> ?'H\ T  @``B  01 ?'jj`B  01 ?'ww`B  01 ?'j'w`B  01 ?jw`B  01 ?'\\`B  01 ?jw`B  01 ?JjJw`B  01 ?'`B  01 ?'N N `B  01 ?'c c ZB   s *1 ?'HHH  0޽h ? ̙33___PPT10i.>+D='  = @B + Y 0  [(  x  c $p    ~  s *     IT # #"-T    <  ?"`pIF>6___PPT9 CRheme" " @  <8  ?"`pF>6___PPT9 Etopical" " @  <Z  ?"`F>6___PPT9 G Orienting" "  @  <d ?p ITz0___PPT10:___PPT9 +could fulfil all the dietary requirements. 8, " +'#x V { |X   <0f ? pTz0___PPT10:___PPT9 Ztubers8 " '#z   <b ? Tz0___PPT10:___PPT9 |In reply, proponents of the USO s hypothesis and especially Richard Wrangham, argue that if cooked, de "  'O'' ',#   <|{ ?pI z0___PPT10:___PPT9 Efrees-space in the gut for (high energy i.e. USO) plant foods (p11). 8F " E'#E x V { |   <( ?p z0___PPT10:___PPT9  using meat to supply essential amino-acids and many required micronutrients8M " L'#   < ? z0___PPT10:___PPT9 4Concurrently, Katherine Milton (1999) suggests that,N5 " '&'#`B  01 ?I`B  01 ?TIT`B  01 ?T`B  01 ?IIT`B  01 ? I `B  01 ?T`B  01 ?ppTZB  s *1 ?IH  0޽h ? ̙33___PPT10i.q/+D='  = @B + Z 0 0(  x  c $      c $X P   &xn V { |L  0H TV  The way in the Romantic poets  revolutionised such rational and structured ideas is abundantly evident in William Wordsworth and Samuel Taylor Coleridge s Lyrical Ballads,  arguably the most important single volume of the romantic period which  signalled a literary revolution. [1] [1] Duncan Wu Romanticism: An Anthology Second Edition (Oxford: Blackwell Publishing, 1998) p.189^ xc ; !X 0X 0!H  0޽h ? ̙33___PPT10i.&/+D='  = @B + [ 0 QI@(     0 S"  <$ 0     0  d  D 2   0  '-,$@  0 !Orienting themes: experiential Circumstances relating to text: object of study Clusters of textual and interpersonal themes for key points Literature or personal stance not often the point of departure In gerneral, writers perspective on the text (object of study) is the main proposition" "LnH  0޽h ? ̙33SK___PPT10+.`F+F/D'  = @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*P%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*PD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*PD' =4@BBBB%(D' =1:Bvisible*o3>+#.<*P%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*PD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*PD4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*"%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*"D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*"+8+0+0 +G \ 0 |tP (  x  c $      c $ ,P<$@ 0     0T % 7m ,$ 0 MThis principle suggests that the restraints on the beam in the experimental and initial FE model would have no effect on the results due to the distance from the ends exceeding 306mm. However the results indicate that this is not the case where the FE model produced two different sets of results for differing end restraints, with the experimental and theoretical giving two different yield loads. 2ccgccc   0 }  D 2   <l `  B  ]  6 !df,$ 0 {It is unlikely though that anyone could apply his or her full body weight to the drill, as this would unbalance him or her.,|aH  0޽h ? ̙33s k ___PPT10K .++#.<*B%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*B|%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+#.<*%(D' =-6B'blinds(horizontal)*<3<*D%' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*|%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(+p+0+0 ++0+0 + ] 0 0(  x  c $$!'G  ! x  c $!T ! H  0޽h ? ̙33___PPT10i.:0W+D='  = @B +` 0 80P(  d  c $   $  s *. 0   In this talk we will investigate how author stance is expressed in a body of student writing. I will start by giving you a few preliminaries and an overview of the topic, then Paul will take over and go into more detail. Before we do this, however, let me just say a few words about the material we ve used in the study.A H  0޽h ? 3380___PPT10.9vc 0 (  d  c $     s *` 0   p\It is taken from the BAWE Corpus, currently under construction at the Universities of Oxford Brookes, Reading and Warwick. The aim is to collect 3000-3500 assignments of proficient student writing. In our sampling frame we operate with 4 broad disciplinary groupings  Arts & humanities, medical & Life Sciences, Physical sciences and Social sciences; within these we collect student work from about 30 different courses of study.H  0޽h ? 3380___PPT10.kpd 0 :2p(  X  C    2  S 4 0   The investigation reported here focuses on four different disciplines at undergraduate level, one from each of the mentioned groupings. Arts and Humanities is represented by English studies, Physical Sciences by Engineering Medical & Life Sciences by Health and Social Care and Social Sciences by Anthropology. We have looked at a random selection of 48 assignments, so that each discipline is represented by 12 assignments. (128000 words).H  0޽h ? 3380___PPT10. Θhri 0    (  X  C       S  0    The framework used for the analysis lies within the systemic functional tradition and follows North (2005a, 2005b) in drawing a distinction between orienting and topical themes within t-units. By t-unit is meant "an independent clause together with all hypotactically related clauses which are dependent on it" (Fries 1994: 229). A topical theme typically fills a participant role within the clause and is most commonly found to be the grammatical subject. OR the subject of the main proposition. Orienting themes are described as the elements preceding the topical theme, and are subdivided into textual, experiential and interpersonal. I will particularly draw your attention to the definition of the interpersonal, which is said to typically express the speaker s own angle on the matter in hand. So, for example, as part of the orienting theme, we have the interpersonal element "of course", followed by the topical theme "passion, an emotion", and the rheme, "cannot be said to physically flow". In the second example, the orienting theme is realized by the textual "and", the experiential "in order for practice to be changed accordingly", the interpersonal "it is important that", the topical theme "the results" and the rheme "are trustworthy". It is the interpersonal theme that typically involves expressions of attitude and modality, i.e. stance, hence it is the interpersonal theme we shall focus on in this talk. Although this will be our main focus the first step in our analysis was to identify orienting themes. 0If > (H  0޽h ? 3380___PPT10.E,Fh 0 `V(  X  C      S  0   XDIf we look at the breakdown into textual and experiential themes across the disciplines we find little variation; not only do they appear to vary little from discipline to discipline, but textual and experiential themes seem to spread evenly within disciplines as well. More interesting then is the apparent difference in the use of interpersonal themes across the disciplines. In English studies and engineering, textual and experiential themes are twice as frequent as interpersonal themes. In Health care and Anthropology, on the other hand, interpersonal themes are used to the same extent as textual and experiential themes, and compared to English and Engineering, interpersonal themes are twice as popular. Let us now turn to interpersonal themes. We identified five different types of interpersonal themes in the BAWE material: H  0޽h ? 3380___PPT10.V"j 0 p(  X  C      S ; 0   Here's an example of each type. [read examples] We have & (1)& (2) & (3).. We ve also included personal projection clauses as interpersonal themes, and also non-personal projecting clauses, or interpersonal metaphors, among our interpersonal themes (comment clauses). The distribution of these interpersonal themes is as follows: H  0޽h ? 3380___PPT10.0Xk 0  (   X   C       S n 0   The figures show interpersonal themes per 100 t-units and are therefore comparable across the disciplines. As we have seen, on average, every tenth t-unit contains an interpersonal theme in both English studies and Engineering, however the distribution is very different. While English studies sees a more or less even spread between personal projecting clauses, non-personal projecting clauses and modal adjuncts, Engineering favours non-personal projecting clauses and the imperative. When we move to Health care and Anthropology, we saw in the previous table that students tend to use twice as many interpersonal themes in their writing than was the case in English and Engineering. Both these disciplines favour projecting clauses. As the table shows, perhaps the most interesting area to explore further is precisely that of projecting clauses, and Paul will now present a more detailed analysis of these.H   0޽h ? 3380___PPT10.pU r 0  x `X (  XX X C    x  X S n 0    In this talk we present an analysis of thematic choices and how such choices vary across disciplines in undergraduate student writing. The fact that we have chosen to focus on theme as a carrier of stance is related to observations made by others; North, for instance, expresses it like this: "The literacy practices of a disciplinary community embody different orientations to knowledge constructions [& ] The initial constituent of the clause appears to have particular significance in the way it reflects the writer's beliefs and values, and thus provides an indicator of disciplinary difference in professional academic writing . (North 2005a: 435). Thus, there is reason to believe that theme position plays an important role in the expression of stance and that this position may uncover disciplinary variation. Our main aims will be to (1) point out disciplinary differences and/or similarities in the thematic choices of students academic writing. And to (2) look at possible reasons why disciplines show different or similar tendencies in terms of  point of departure of the message . HE1JH X 0޽h ? 3380___PPT10.fD"s 0 |2(  |^ | S     | c $D 0   (Based on Hunston / Stubbs / Wickens Includes interpersonal Further subclassifications possible Attributed / Unattributed but tried to provide a minimal approach that emerges as relevant from the data > 6 TH | 0޽h ? 3380___PPT10.L@b!t 0 ph(  ^  S    b  c $ 0   Figures for Personal Non-self: contrast between Health and Anthropology .v. Engin and English to some degree The literature isn t the point of departure for Eng (not at all!) and partly so for English whereas it is more important for H and A Personal Self  explicit subjective interpersonal modality (Halliday 1994) high figure for H. Low for the rest. The NP Self is more even. Perhaps the surprise in terms of expectations was the combined low figures for Self in English. LH  0޽h ? 3380___PPT10.kPDw 0 4,(  ^  S    &  c $PT 0   rLaurillard  UG learning is mediated or second order learning However, what i m going to suggest is that the  mediating happens in two ways  which are not mutually exclusive He student writer approaches object of study through the literature. They need to  stand in the literature organising it for the reader and bringing to bear their understanding of it. The second embodies a more direct engagement with the object of study- drawing in the Laurillard 1993 Teaching is essentially a rhetorical activity, seeking to persuade students to change the way they experience the world. It has to create the environment that will enable students to learn the descriptions of the world devised by others. p28 It is mediated learning, allowing students to acquire knowledge of someone else s way of experiencing the world. p29,Mr nH  0޽h ? 3380___PPT10.M@7 u 0 (  X  C      S  0    H  0޽h ? 3380___PPT10.{u 3 v 0 (  X  C      S  0    H  0޽h ? 3380___PPT10.{u 3 x 0 (  X  C      S  0    H  0޽h ? 3380___PPT10.{uK5 y 0 (  X  C      S T#  0    H  0޽h ? 3380___PPT10.{u7 z 0 (  X  C      S 4~  0    H  0޽h ? 3380___PPT10.{u7 { 0 (  X  C      S |  0    H  0޽h ? 3380___PPT10.{uw< | 0 (  X  C      S l  0    H  0޽h ? 3380___PPT10.{uw< } 0  (  X  C    !  S ! 0  !  H  0޽h ? 3380___PPT10.{u>  0 0(  X  C    !  S .! 0  !  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