Pragmatic information in characteristics texts

Abstract

This study investigates types of information in Characteristics texts in school journals and science textbooks. The purposes are: (1) to make a distinction between the information which students have to understand and remember, and that which is added to provide extra contextual information; (2) to study the writers' use of extra contextual information; (3) to find out whether Characteristics texts in school journals prepare students for those in higher-level textbooks. Eighteen typical Characteristics texts were sampled from the New Zealand publication School Journal (referred to throughout as school journals or New Zealand school journals) which are written for eight- to eleven-year-old children. The texts were analysed. Then, the results were used to look at six typical Characteristics texts sampled from two science textbooks used by New Zealand sixth-form students. The results of the study are as follows: (1) types of information in Characteristics texts in the journals and the textbooks are different because they occur in different contexts and have different purposes; (2) in school journals the writers' use of extra contextual information is of importance whereas in science textbooks the systematic organisation of information plays a major role; (3) Characteristics texts in school journals prepare students for those in the higher-level textbooks in that they encourage students to establish the habit of observation and discovery as well as an appreciation of scientific learning. At the end of the study, recommendations for teaching and learning, and suggestions for future research are discussed.