By Michael Alexander Kirkwood Halliday, Jonathan Webster
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Additional info for The Language of Science
It is not a total reconstruction, of course; the model still rests on the same semiotic foundations. But the edifice is being very substantially altered. In Thomas Kuhn's interpretation, the two are no longer fully commensurable. Needless to say, this is not the end of the story. The reshaping is still going on. But before I trace it one step further let me first problematize the theoretical notion of grammar itself. How is it that grammar has this semogenic energy: that it has the power (or, if you prefer, that through grammar we have the power) to create, and then to recreate, meaning?
This is the language of the specialized disciplines - of knowledge that is technical and grounded in some theory (the theory may or may not be explicitly affirmed). Just as the first reshaping of experience took place when they moved into primary school, so this second reshaping coincides with another educational transition: the move from primary to secondary school. The critical feature of grammar through which the discourse of science evolved is one which children cannot fully apprehend until they reach their middle school years, around the age of puberty.
2b) The more intense the fire, the more smoke it injects (into the atmosphere). (3a) The goal of evolution is to optimize the mutual adaption of species. (3b) Species evolve in order to adapt to each other as well as possible. (4a) Failure to reconfirm will result in the cancellation of your reservations. (4b) If you fail to reconfirm your reservations will be cancelled. (5a) We did not translate respectable revenue growth into earnings improvement. (5b) Although our revenues grew respectably we were not able to improve our earnings.
The Language of Science by Michael Alexander Kirkwood Halliday, Jonathan Webster