Amber M Simmons
Biographic Data
| ID | 7527921 |
|---|---|
| NAME | Amber M Simmons |
| GIVEN NAMES | Amber M |
| FAMILY NAME | Simmons |
| SIGNATURE | SIMMONS A M |
| ORCID | 0000-0001-6984-973X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 0 |
Supporting Critical Literacy in High School English by Using Systemic Functional Linguistics to Analyze Fantasy, Canonical, and Nonfiction Texts
While important work has been done on assessing classroom texts and investigating classroom discourse, there is little research on teachers doing systemic functional linguistics (SFL) with students for critical ends, especially in the high school arena. This article discusses how instructional use of SFL analytic resources in subject English supported secondary-level students in recognizing how language positions readers as they interpret various…
Responsible Grammar Rebels
Building off of students’ interest in popular apocalyptic/dystopian literature, this article explores how passages from Suzanne Collins's The Hunger Games trilogy aided in teaching students how to successfully rebel against traditional grammar rules, looking at fragments as intentional stylistic choices. Employing the values of systemic functional linguistics, students embraced the view of grammar as a set of choices made by the author to constru…
Class on Fire
This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through so…
No prominent works on this page.
Class on Fire
This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through so…
Supporting Critical Literacy in High School English by Using Systemic Functional Linguistics to Analyze Fantasy, Canonical, and Nonfiction Texts
While important work has been done on assessing classroom texts and investigating classroom discourse, there is little research on teachers doing systemic functional linguistics (SFL) with students for critical ends, especially in the high school arena. This article discusses how instructional use of SFL analytic resources in subject English supported secondary-level students in recognizing how language positions readers as they interpret various…
Responsible Grammar Rebels
Building off of students’ interest in popular apocalyptic/dystopian literature, this article explores how passages from Suzanne Collins's The Hunger Games trilogy aided in teaching students how to successfully rebel against traditional grammar rules, looking at fragments as intentional stylistic choices. Employing the values of systemic functional linguistics, students embraced the view of grammar as a set of choices made by the author to constru…
Pedagogy (3 works) · Psychology (3 works) · Computer Science (2 works) · Linguistics (2 works) · Literacy (2 works) · Literature (2 works) · Sociology (2 works) · Themes in Literature Analysis (2 works) · Trilogy (2 works) · Action (physics (1 work)