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Faculty of Education and Language Studies > People Profiles > Caroline Coffin

Caroline Coffin

Reader in Applied Linguistics

The Open University Faculty of Education and Language Studies Centre for Language and Communication


Profile

Caroline Coffin is a Reader in Applied Linguistics and a member of the Centre for Language and Communication (CLAC). She is co-convenor of the Educational Dialogue Research Unit within the Centre for Research into Education and Educational Technology.

Her main research focus is the role of language in education and the use of new technologies. She is particularly interested in using the tools of systemic functional linguistics and corpus linguistics to investigate computer mediated dialogue, argumentation and disciplinary discourse. She has been funded by a wide range of organisations including the ESRC, HEA, DfeS, and the New South Wales (NSW) Department of Education, the NSW Education and Training Foundation, and the Department of Ethnic Affairs, Australia. Prior to joining the Open University she lectured at the University of Technology, Sydney, Australia and has also been based in Laos and Indonesia as a member of international teaching and development projects. She is secretary of the executive committee of the British Association of Applied Linguistics (BAAL) and is the BAAL representative on the (National) Committee for Linguistics in Education (CLIE).

Teaching Interests

Since joining the Open University, UK (OU), Caroline has been responsible for heading a team of academics in designing and developing (distance education) courses in the Masters in Education (Applied Linguistics), namely Investigating Language in Action - E854 (which replaced TESOL Worldwide -  E841) and Language, Literacy and Learning in the Contemporary World - E852.

She was also head of the team responsible for developing the undergraduate course  English Grammar in Context (E303) which forms part of the Open University's English Language program.

Before joining the Open University Caroline lectured in educational linguistics, discourse analysis, functional linguistics and academic literacy at the University of Technology, Sydney (UTS) and the University of New South Wales (UNSW) in Australia.

She has also taught on a range of professional development courses, including Academic Writing Online, Literacy for Success in History, Language and Literacy for Teachers and Functional Grammar For ESL Teachers.

Research Interests

Caroline’s current research interests include:

  • sociocultural and linguistic approaches to knowledge construction, learning and communication (in both first and second language contexts)
  • disciplinary discourse and academic writing (specialising in the discourse of History and Health and Social Care)
  • the investigation of asynchronous conferencing and Web 2.0 technologies
  • the nature and role of argumentation in educational contexts
  • methodologies for exploring language use (particularly the combination of systemic functional linguistic analysis and corpus based investigations).

Currently Funded Research and Development Projects

ERASMUS Multilateral Projects: Modularising multilingual and multicultural academic communication competence for BA and MA level (2011-2014) (European Union funding)

Educational Genres in the Key Learning Areas of Maths, Science & Humanities (2010 ongoing) (The Hong Kong Polytechnic University General Research Funds)

Health and Social Care: a linguistics and sociology of knowledge based investigation (2011 ongoing)  (Internal, Open University CREET funded)

A longitudinal investigation of Health and Social Care students' development of written reflection on practice (2009 ) (Internal, Open University PEBL CETL Funding)

Learning collaboratively through online interactive writing tasks (2010) (Internal, Open University Funding)
 

Genres in comparison: traditions, practices and policies (2009 ongoing) (Internal, Open University Funding). Linked to the European Union COST ACTION IS0703 Working Group 2 - Improving written communication in education and in the workplace.

Previously Funded Research Projects
The language and discourse of argumentation in computer conferencing and essays (funded by the ESRC) (see http://www.esrcsocietytoday.ac.uk for published report) (2005-2006)

Supporting undergraduate students' acquisition of academic argumentation strategies through computer conferencing (funded by the HEA). (2005-2006)

Developing Academic Literacy in Context (funded by the International Links Grant Scheme, The University of Wollongong, Australia). (2006)

Thesis and Dissertation web site project (2003 to 2005)
(Visiting Professor on a project led by Professor Martha Pennington, Professor and Chair,
Writing and Linguistics, Georgia Southern University )

Academic argument - the role of asynchronous electronic conferencing (2002 to 2003)
(Internal, Open University Funding)

Academic argument- using new technologies to move students from collaborative to individual forms of argumentation (2001 - 2002)
(Internal, Open University Funding)

IELTS 2000 project (2000 - 2001)
(External funding from the British Council)

Academic Writing Online (AWO) project (1996-1998)
(Internal, Open University Funding)

Teaching and Learning Strategies in Multi-ethnic Schools (1997-1998)
(External funding from the DFEE, UK)

An Evaluation of the School Based Training Course for Teachers of English as a Second Language K-12. (1996)
(External funding from The Department for Education and Skills, NSW, Australia)

The Write it Right Project. (1992 – 1994)
(External funding from The New South Wales (NSW) Department of Education and the NSW Education and Training Foundation, Australia)

Communication Tasks in the Professional Workplace (1989 – 1990)
(External funding from The Department of Ethnic Affairs, Australia)

Current doctoral supervision

Nick Kearney - ‘Common ground and Constellations – Towards a fuller understanding of literacy in a digital world’.

John Keating - 'The impact of teacher and peer dialogue on online collaborative writing in two writing contexts'.

Sarah Jane Mukherjee- ‘The articulate child: An investigation into functional oral awareness of children at 4-5 years and the contribution of role play in its development’.

Daniel Portman - ‘ Development of Business students’ genre awareness in the EFL writing'.

Privthi Shrestha - ‘An investigation into writing assessment practices in an academic writing course in an open and distance learning context: a dynamic assessment perspective’.


 

 

Publications

Authored Book
Coffin, Caroline; Donohue, James and North, Sarah (2009). Exploring Grammar: From Formal to Functional. Routledge.
Coffin, Caroline (2006). Historical discourse: the language of time, cause and evaluation. Continuum Discourse. UK: Continuum.
Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan (2003). Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge.
Coffin, Caroline (1996). Exploring Literacy in School History. Erskineville, NSW, Australia: Metropolitan East Disadvantaged Schools Program, NSW Dept. of School Education.
Coffin, Caroline; Brook, Rosemary and Humphrey, Sally (1996). The Australian Identity: A Unit of Work for Junior Secondary History. Write it right: resources for literacy and learning. Erskineville, NSW, Australia: Disadvantaged Schools Program, Metropolitan East Region, NSW Dept. of School Education.
Book Chapter
Hewings, A.; Coffin, C. and North, S.P. (2009). Discipline-based e-conferencing: corpus and discourse insights. In: Charles, M.; Pecorari, D. and Hunston, S. eds. Academic Writing: At the Interface of Corpus and Discourse. London: Continuum.
Coffin, Caroline and O'Halloran, Kieran (2009). Describing English. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. Routledge Companions. London: Routledge, pp. 11–41.
Coffin, Caroline and O'Halloran, Kieran (2009). Finding the global groove: Theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. In: Coffin, Caroline; Lillis, Theresa and O'Halloran, Kieran eds. Applied Linguistics Methods: A Reader- Systemic Functional Linguistics, Critical Discourse Analysis, Ethnography. Abingdon, UK: Routledge / The Open University.
Coffin, Caroline and O'Halloran, Kieran (2009). Describing English. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. Abingdon: Routledge, pp. 11–41.
Coffin, Caroline and Derewianka, Beverley (2008). Multimodal layout in school history books: The texturing of historical interpretation. In: Thompson, Geoff and Forey, Gail eds. Text type and Texture. Functional Linguistics. UK: Equinox.
Coffin, Caroline and Derewianka, Beverly (2008). Time visuals in history text books: some pedagogic issues. In: Unsworth, Len ed. Multimodal semiotics: Functional analysis in contexts of education. UK: Continuum.
Mayor, Barbara; Hewings, Ann; North, Sarah; Swann, Joan and Coffin, Caroline (2007). A Linguistic analysis of Chinese and Greek L1 scripts for IELTS Academic Writing Task 2. In: Taylor, Linda and Falvey, Peter eds. IELTS Collected Papers: Research in speaking and writing assessment. Studies in language testing (19). Cambridge, UK: Cambridge University Press, pp. 250–315.
Coffin, C. (2006). Reconstruing 'personal time' as 'collective time': learning the discourse of history. In: Whittaker, Rachel; O'Donnell, Mick and McCabe, Anne eds. Language and literacy: functional approaches. Language and Education and Linguistics. UK: Continuum.
Hewings, Ann and Coffin, Caroline (2006). Formative interaction in online writing: making disciplinary expectations explicit. In: Hyland, Ken and Hyland, Fiona eds. Feedback in Second Language Writing: contexts and issues. Cambridge Applied Linguistics. Cambridge, UK: Cambridge University Press.
Coffin, Caroline and O'Halloran, Kieran (2005). Packaging and Staging information. In: O'Halloran, K. A. ed. Getting Inside English: Interpreting Texts. Milton Keynes, U.K.: The Open University, pp. 49–100.
Coffin, Caroline (2005). Organising messages. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 105–148.
Coffin, Caroline (2005). Making a text hang together: The role of lexical cohesion. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 149–196.
Coffin, Caroline (2005). Making a text hang together: the role of grammatical devices. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 197–254.
Coffin, Caroline and Hewings, Ann (2004). Grammar in the construction of on-line discussion messages. In: Coffin, Caroline; Hewings, Ann and O’Halloran, Kieran eds. Applying English grammar: functional and corpus approaches. London, UK: Hodder-Arnold.
O'Halloran, Kieran and Coffin, Caroline (2004). Checking over-interpretation and under-interpretation: help from corpora in critical linguistics. In: Coffin, Caroline; Hewings, Ann and O'Halloran, Kieran eds. Applying English grammar: functional and corpus approaches. Hodder & Stoughton Educational, pp. 275–297.
Coffin, Caroline and Hewings, Ann (2004). IELTS as preparation for tertiary writing: distinctive interpersonal and textual strategies. In: Ravelli, Louise J. and Ellis, Robert A. eds. Analysing academic writing. Open linguistics series. London, UK: Continuum Publishing Group.
Coffin, Caroline and Mayor, Barbara (2004). Texturing writer and reader reference in novice academic writing. In: Banks, David ed. Text and texture. Paris, France: l'Harmattan.
Coffin, Caroline (2003). Spoken English and the question of grammar: the role of the functional model. In: Not Set ed. New perspectives on English in the Classroom. London, UK: Qualifications and Curriculum Authority, pp. 14–18.
Coffin, Caroline (2003). Reconstruals of the past - settlement or invasion?: the role of JUDGEMENT analysis. In: Martin, J.R. and Wodak, Ruth eds. Re/reading the past: critical and functional perspectives on time and value. Discourse approaches to politics, society and culture (8). Amsterdam, Netherlands: John Benjamins Publishing Company, pp. 219–246.
Coffin, Caroline and Hewings, Ann (2003). Writing for different disciplines. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 45–72.
Coffin, Caroline and Goodman, Sharon (2003). Academic writing in an electronic environment. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 130–157.
Coffin, Caroline (2001). Theoretical approaches to written language: A TESOL perspective. In: Burns, Anne and Coffin, Caroline eds. Analysing English in a Global Context: A Reader. Teaching English Language Worldwide. London: Routledge, pp. 93–122.
Coffin, Caroline (1997). Constructing and giving value to the past: An investigation into secondary school education. In: Christie, Frances and Martin, J. R. eds. Genres and Institutions: Social Processes in the Workplace and School. Open Linguistics Series. London: Cassell, pp. 196–230.
Veel, Robert and Coffin, Caroline (1996). Learning to think like an historian: The language of secondary school history. In: Hasan, Ryqaiya and Williams, Geoff eds. Literacy in Society. Applied Linguistics and Language Study. London: Longman, pp. 191–231.
Journal Article
Coffin, Caroline and Donohue, James P (2012). Academic Literacies and Systemic Functional Linguistics: how do they relate? Journal of English for Academic Purposes (Available Online).
Coffin, Caroline and Donohue, James P. (2012). Guest Editorial: Coffin, C. and Donohue, J.P. English for Academic Purposes: contributions from Systemic Functional Linguistics and Academic Literacies. Journal of English for Academic Purposes, 11(1), in press.
Shrestha, Prithvi and Coffin, Caroline (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1), pp. 55–70.
Coffin, Caroline; Hewings, Ann and North, Sarah (2012). Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university. Journal of English for Academic Purposes (In Press).
Coffin, Caroline and Donohue, James P. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes (In Press).
Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise (2010). Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: a discussion. Technology, Pedagogy and Education, 19(2), pp. 211–223.
Coffin, Caroline and O'Halloran, Kieran A. (2009). Argument reconceived? Educational Review, 61(3), pp. 301–313.
Coffin, C. (2009). Contemporary educational argumentation: A multimodal perspective. Argumentation, 23(4), pp. 513–530.
Coffin, C.; North, S. and Martin, D. (2009). Exchanging and countering points of view: a linguistic perspective on school students' use of electronic conferencing. Journal of Computer Assisted Learning, 25(1), pp. 85–98.
Coffin, Caroline Jane (2009). Incorporating and evaluating voices in a Film Studies thesis. Writing and Pedagogy, 1(2), pp. 163–193.
North, Sarah; Coffin, Caroline and Hewings, Ann (2008). Using exchange structure analysis to explore argument in text-based computer conferences. International Journal of Research and Method in Education, 31(3), 257 -276.
Coffin, C. and O'Halloran, K. (2008). Researching argumentation in educational contexts: New methods, new directions. International Journal of Research and Method in Education, 31(3), pp. 219–227.
Coffin, Caroline and O'Halloran, Kieran (2008). Editorial: Researching argumentation in educational contexts: new directions, new methods. International Journal of Research & Method in Education, 31(3), pp. 219–227.
Hewings, A. and Coffin, C. (2007). Writing in multi-party computer conferences and single authored assignments: Exploring the role of writer as thinker. Journal of English for Academic Purposes, 6(2), pp. 126–142.
Martin, Dave; Coffin, Caroline and North, Sarah (2007). What’s your claim? Developing pupils’ historical argument skills using asynchronous text based computer conferencing. Teaching History, 2007(126), 32 -37.
Coffin, Caroline (2006). Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), pp. 413–429.
Coffin, C. and O'Halloran, K. (2006). The role of appraisal and corpora in detecting covert evaluation. Functions of Language, 13(1), pp. 77–110.
Coffin, Caroline (2006). Mapping subject-specific literacies. NALDIC Quarterly, 3(3), pp. 13–26.
Coffin, C. and O'Halloran, K. (2005). Finding the global groove: theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. Critical Discourse Studies, 2(2), pp. 143–163.
Coffin, C. and Hewings, A. (2005). Engaging electronically: using CMC to develop students' argumentation skills in Higher Education. Language and Education, 19(1), pp. 32–49.
Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Patterns of debate in tertiary level asynchronous text-based conferencing. International Journal of Educational Research, 43(7-8), pp. 464–480.
Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Argumentation in a multi party asynchronous computer mediated conference: a generic analysis. Australian Review of Applied Linguistics, S19: Special Edition: Language in Social Life: systemic perspectives pp. 41–63.
Coffin, Caroline and Hewings, Ann (2005). Language, learning and electronic communications media. International Journal of Educational Research, 43(7-8), pp. 427–431.
Coffin, Caroline (2004). Arguing about how the world is or how the world should be: the role of argument in IELTS Test. Journal of English for Academic Purposes, 3(3), pp. 229–246.
Coffin, Caroline (2004). Learning to Write History: the Role of Causality. Written Communication, 21(3), pp. 261–289.
Painter, Clare; Coffin, Caroline and Hewings, Ann (2003). Impacts of directed tutorial activities in computer conferencing: a case study. Distance Education, 24(2), pp. 159–173.
Coffin, C. (2003). Exploring different dimensions of language use. ELT Journal, 57(1), pp. 11–18.
Coffin, Caroline (2002). The Voices of History: theorising the interpersonal semantics of historical discourses. Text, 22(4), pp. 503–528.
Coffin, Caroline (2000). Defending and challenging interpretations of the past: The role of argument in school history. Revista Canaria de Estudios Ingleses, 40 pp. 135–153.
Other
Coffin, Caroline (2010). Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly). NALDIC, Reading, UK.
Coffin, C. (2007). The language and discourse of argumentation in computer conferencing and essays. Economic and Social Research Council, Swindon, UK.
Hewings, Ann; Coffin, Caroline and North, Sarah (2007). Supporting undergraduate students’ acquisition of academic argumentation strategies through computer conferencing. Higher Education Academy, UK.
Blair, Maud; Bourne, Jill; Coffin, Caroline; Creese, Angela and Kenner, Charmian (1998). Making the difference: Teaching and learning strategies in successful multi-ethnic schools. DfEE, London.