Sue Hood: UTS: Faculty of Education

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Sue Hood


BA (Flinders), Dip Ed (Flinders), PG Dip. TEFL (Sydney), MA in Applied Linguistics (Sydney), PhD (UTS). Senior Lecturer Academic area: TESOL; Applied Linguistics Telephone: +61 2 9514 3972 Email: Sue.Hood@uts.edu.au Room: CB10.5.501 Campus: City - CB10 Building Sue Hood is an applied linguist who specialises in language and literacy teacher education, especially in teaching English to speakers of other languages (TESOL), in academic literacy, and in discourse analysis more generally. Her research interests also extend beyond language to other meaning-making systems including gesture and image. She has had extensive experience in teaching and researching in different contexts. She was formerly the Coordinator of Educational Research and Resources for the NSW Adult Migrant English Service where she was a co-author of the nationally accredited Certificates in Spoken and Written English. From 1997 to 2002 she was a Principal Lecturer at the Hong Kong Polytechnic University. She was also a consultant for the Hong Kong Examinations Authority, for the development of a test for English language proficiency, and a language consultant for the Hong Kong Society of Accountants. Teaching Areas: Discourse analysis Functional grammar Teaching and learning literacy Research approaches Programming and assessment Research Areas: *Academic writing* The ways in which academic writers construct an evaluative stance in their research writing Cross disciplinary variations in academic discourse *Literacy in schooling* Senior secondary school as a site of transition to tertiary literacy *Discourse analysis* The meaning-making system of gestures, and its functioning in spoken discourse The interrelation of image and text in media discourse Member of Faculty of Education Research Cluster: Changing Practices Recent conference presentations Evaluative strategies in academic writing: Subjectifying the objective, International Systemic Functional Linguistics Conference, Lucknow, India Dec 2003. Voicing values in academic writing: who gets to say what and how? First Latin American regional Systemic Functional Linguistics Conference, Mendoza, Argentina, April 2004. The spread of interpersonal meaning: propagating values in academic writing. Euro-International Systemic Functional Workshop 04 (EISFW04), Miraflores, Madrid, Spain, 28-31 July, 2004. Ways of writing, ways of knowing: exploring the epistemological implications of writer voice in academic research papers. Reclaiming knowledge: registers of discourse in the community and school, Conference, University of Sydney, Dec 2004. Pathways in academic writing: a focus on evaluation. Plenary presentation at Professional Development Day, Insearch, UTS. May 2005. Convenor of colloquium on Recontextualising academic knowledge: implications for change and learning, at International Systemic Functional Congress, Sydney, July 2005. Languages of Disciplinarity: knowledge, knowers and recontextualisation’ Sue Hood and Karl Maton. In colloquium on Recontextualising academic knowledge: implications for change and learning, at International Systemic Functional Congress, Sydney, July 2005. From monogloss to heterogloss: senior secondary history as a site of transition in voicing academic argument Sue Hood and Erika Matruglio. Paper at International Systemic Functional Congress, Sydney, July 2005. Positioning Systemic Functional Linguistics in a world of language. Plenary paper at the 2nd Latin American Systemic Functional Linguistics Conference, Concepcion Chile, November 2005. Writing introductions to research papers: Creating space for new knowledge. Workshop at the 2nd Latin American Systemic Functional Linguistics Conference, Concepcion Chile, November 2005. Invited speaker to the China Systemics Week, April 2006. Papers included: Writing introductions to research papers: Managing the dual demands of critique and objectivity. The semantics of Graduation: ways of creating space for new knowledge. Prosodies of value and the dynamic construction of stance in academic research papers Publications: Books: Burns, A. & S. Hood. (Eds), 1995 Teachers' Voices: Exploring Course Design in a Changing Curriculum. Sydney: NCELTR Macquarie University Hood, S., N. Solomon and A. Burns. 1996.Focus on Reading: New Edition. Sydney: NCELTR. Burns, A & S. Hood (Eds) 1997 Teachers' Voices II: Teaching disparate learner groups. Sydney: NCELTR Macquarie University. Burns, A & S. Hood (eds) 1998 Teachers’ voices III: Teaching critical literacy. Sydney: NCELTR Macquarie University. Brown, K. and S. Hood. 2003. Academic Encounters: Life in society. New York. Cambridge University Press. Book chapters Brindley, G & S. Hood. 1991. "Curriculum Innovation in Adult ESL". In Brindley, G (ed.) The Second Language Curriculum in Action. Sydney: NCELTR Sydney. Hood, S. 1995. ‘From curriculum to courses: Why do teachers do what they do?’ in Burns, A. and S. Hood. (Eds), Teachers' Voices: Exploring Course Design in a Changing Curriculum. Sydney: NCELTR Macquarie University. Brindley, G., S. Hood, C. McNaught, and G. Wigglesworth. 1997. ‘Test design and delivery’. In G. Wigglesworth and G. Brindley (Eds), access: Issues in English language test design and delivery. Sydney: NCELTR. Burns, A. & S. Hood. 1997. Disparate groups: Exploring diversity in practice through collaborative action research’ in Burns, A and S. Hood (Eds), Teachers' Voices II: Teaching disparate learner groups. Sydney: NCELTR Macquarie University. Hood, S. 1998. Critical literacy: What does it mean in theory and practice?, In A. Burns & S. Hood (eds) Teachers’ voices III: Teaching critical literacy. Sydney: NCELTR Macquarie University. Collins, P & S. Hood. 1998. ‘Grammar in current ESL textbooks: A critical appraisal’. In Berry, V. and A. McNeill (eds) Policy and practice in language education. Hong Kong: Department of Curriculum Studies, HKU, 237-248. Hood, S. 2004. ‘Managing attitude in undergraduate academic writing: a focus on the introductions to research reports’. In Ravelli, L and Ellis,R (eds) Analysing academic writing: Contextualised frameworks. London: Continuum, 24-44. Hood, S. & J.R.Martin. 2006. ‘Invoking attitude: the play of graduation in appraising discourse’, in Ruqaiya Hasan, C.M.I.M. Matthiessen, and J. Webster (Eds) Continuing discourse on language. London: Equinox. Hood, S. (in press) ‘Arguing in and across disciplinary boundaries: legitimising strategies in applied linguistics and cultural studies’. In A. McCabe, M. O’Donnell & R. Whittaker (Eds) Advances in Language & Education. London: Continuum. Hood, S. (forthcoming) ‘Texturing interpersonal meanings in academic research writing: periodic pulses of value’ in G. Forey and G. Thompson (eds) Text type and texture. London: Equinox. Refereed journal articles: Hammond, J. and S, Hood. 1990. ‘Genres and Literacy in the Adult ESL Context’. Australian Journal of Reading, 13 (1) Hood, S. 1990. "Second Language Literacy: Working with non-literate learners", in Prospect 5, (3), 52-61. Burns, A. and S. Hood. 1994. ‘The competency-based curriculum in action: Investigating course design practices. Prospect 9 (2), 76-89. Hood, S. and H. Joyce. 1995. ‘Reading in the Adult ESL Curriculum and Classroom’. Prospect 10 (2), 52-64. Hamp-Lyons, L., S. Hood and C. MacLennan. (2001)‘Promoting quality teaching in the tertiary context’. Higher Education Review, 34 (1), 60-76. Hood, S. 2005. ‘What is evaluated and how in academic research writing?: the co-patterning of attitude and field’. Australian Review of Applied Linguistics Series S, No. 19. (23-40) Hood, S. & G. Forey (2005) ‘Presenting a conference paper: getting interpersonal with your audience’. Journal of English for Academic Purposes, 291-306 Hood, S. (2006) ‘The persuasive power of prosodies: Radiating values in academic writing’. Journal of English for Academic Purposes, 37-49.