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How Do Moments Add Up to Lives: Trajectories of Semiotic Becoming vs. Tales of School Learning in Four Modes

Paul Prior

Responses

To read response essays that take up this chapter, see Danner and Hilberg.

Works Cited

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  • Goffman, Erving. Forms of Talk. U of Pennsylvania P, 1981.
  • Hengst, Julie. “Distributed Communication: Implications of Cultural-Historical Activity Theory (CHAT) for Communication Disorders.” Rethinking Environmental Issues on Child Language Development, a special issue of Journal of Communication Disorders, vol. 57, pp. 16–28, 2015.
  • Hengst, Julie, and Peggy Miller. “The Heterogeneity of Discourse Genres: Implications for Development.” World Englishes, vol. 18, no. 2, pp. 325–341, 1999.
  • Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge UP, 1991.
  • Leander, Kevin, and Paul Prior. “Speaking and Writing: How Talk and Text Interact.” What Writing Does and How It Does It: An Introduction to Analysis of Texts and Textual Practices, edited by Charles Bazerman and Paul Prior, Lawrence Erlbaum, 2004, pp. 201–238.
  • Lemke, Jay. “Multiplying Meaning: Visual and Verbal Semiotics in Scientific Text.” Reading Science: Critical and Functional Perspectives on Discourses of Science, edited by James R. Martin and Rober Veel, Routledge, 1998, pp. 87–113.

  • —. “Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems.” Mind, Culture, and Activity, vol. 7, no. 4, pp. 273–290, 2000.
  • National Research Council. Taking Science to School: Learning and Teaching Science in Grades K–8. Edited by Richard A. Duschl, Heidi A. Schweingruber, and Andrew W. Shouse. The National Academies P, 2007 (Free pdf and purchase available at https://www.nap.edu/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades )
  • —. Learning Science in Informal Environments: People, Places, and Pursuits. Edited by Philip Bell, Bruce Lewenstein, Andrew W. Shouse, and Michael A. Feder. The National Academies P, 2009. (Free pdf and purchase available at https://www.nap.edu/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits)
  • —. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. The National Academies P, 2012. (Free pdf and purchase available at https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts)
  • Next Generation Science Standards Lead States and Achieve, Inc. Next Generation Science Standards: For States, By States, Volume 1: The Standards—Arranged by Disciplinary Core Ideas and by Topics and Volume 2: Appendices. Washington, DC: The National Academies P, 2013. https://www.nap.edu/catalog/18290/next-generation-science-standards-for-states-by-states. Accessed May 24, 2018.
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  • Prior, Nora, and Kieran Soma. “Neuroendocrine Regulation of Long-term Pair Maintenance in the Monogamous Zebra Finch." Annual Conference SBN 2014, a special issue of Hormones and Behavior, 76, pp. 11–22, 2015.
  • Prior, Paul. Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Lawrence Erlbaum, 1998.
  • —. "Are Communities of Practice Really an Alternative to Discourse Communities?" American Association of Applied Linguistics Conference, March 24, 2003, Arlington, Virginia. Available at Academia.edu, Research Gate, and at http://www.semremtoo.org/Prior/home/PriorAAAL03.pdf. Accessed May 24, 2018.
  • —. “Tracing Process: How Texts Come into Being.” What Writing Does and How It Does It: An Introduction to Analysis of Texts and Textual Practices, edited by Charles Bazerman and Paul Prior, Lawrence Erlbaum, 2004, pp. 167–200.
  • Prior, Paul, Hengst, Julie, Roozen, Kevin, and Shipka, Jody. "I'll be the sun:" From reported speech to semiotic remediation practices. Text and Talk, vol. 26, 2006, pp. 733–766.
  • Prior, Paul, Janine Solberg, Patrick Berry, Hannah Bellwoar, Bill Chewning, Karen Lunsford, Liz Rohan, Kevin Roozen, Mary Sheridan-Rabideau, Jody Shipka, Derek Van Ittersum, and Joyce Walker. “Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity, A Collaborative Webtext.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy, vol. 11, no. 3, 2007. http://kairos.technorhetoric.net/11.3/topoi/prior-et-al/index.html. Accessed May 24, 2018.
  • Prior, Paul, and Spencer Schaffner. “Bird Identification as a Family of Activities: Motives, Mediating Artifacts, and Laminated Assemblages.” Ethos: Journal of the Society for Psychological Anthropology, vol. 39, no. 1, pp. 51–70, 2011.
  • Roozen, Kevin, and Joe Erickson. Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinary Development. Computers and Composition Digital P/Utah State UP, 2017. http://ccdigitalpress.org/expanding. Accessed May 24, 2018.
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